Eton Pre-School

What is it like to attend this early years setting?

Children have lots of fun in the garden exploring their bug hotel. They proudly show staff the snails, worms and woodlice. They develop an exceptional understanding of the natural world through exploration and inspirational teaching from staff. Very young children explain the risks of touching a stinging nettle and how important they are for the butterflies to lay their eggs on. They look in awe and wonder at a snail in a magnifying box and proudly show off the carrots they are growing.

Children's current interests are nurtured and introduced into different activities. For example, penguins are added to sensory play to entice children to explore different media and materials. New books are purchased for children who love reading and exceed expectations with their literacy skills for their age. Staff expertly weave in extra challenge to the curriculum for children who are preparing to start school. They celebrate the children's excellent behaviour with plenty of praise and enthusiasm. Children are seen sharing, taking turns and helping each other while they explore an extensive range of toys which help develop their balance and coordination. They proudly show off their hula-hooping skills and enjoy heart-raising activity in the big outdoor spaces.

What does the early years setting do well and what does it need to do better?

• Provision for communication and early literacy is outstanding. Children show extremely high levels of prior learning as they listen to a story. They repeat words and identify rhymes while laughing at the fun delivery of the story by skilled staff. Staff have exceptional teaching skills, ensuring children of different ages and abilities are completely involved. For example, staff sign to children with communication difficulties and demonstrate the sounds letters make to the older children during the same story time. Following the closure of the community library, the manager has created a wonderful lending library. This celebrates the cultures and identities of all the children in the setting and includes dual-language books.
• The staff have an exceptional understanding of what children know and what they need to learn next. Staff explain clearly why they are doing activities and what it is they want children to achieve. For example, children have a fantastic time painting the wall with water and creating large 'rainbows.' Staff explain they promote this to help children develop the muscles in their arms and shoulders.
• Staff training is exceptional and has a clear impact on the provision for children. For example, training about communication friendly spaces has inspired a fun and inviting environment. Staff have introduced mirrors and covered spaces which effectively support children with special educational needs and hearing difficulties. Staff have completed specialist training to support children with speech and language delays. The techniques adopted help children make the best possible progress with their communication.
• Staff and children discuss the importance of being 'trying tigers' and having a go at all activities. Children show great resilience as they solve problems and think critically. For example, they work as a team to transport soil to a trough, following the realisation the compost bag is too heavy to carry. They find buckets and spades and transport the soil across the garden. Children find ways to avoid 'the lava' on the floor; they work as a team to create an obstacle course to climb over it.
• Children develop extremely strong bonds with staff and each other. They are seen hugging each other, reading books to each other and they understand the rules at the pre-school. Children confidently recall the rules at circle time with staff, summarising good listening, good looking and no shouting.
• The setting celebrates children's languages and cultures. For instance, children engage in imaginary play with woks and Balti dishes in their mud kitchen. They learn about each other's festivals such as 'Fat Thursday' and Mothering Sunday. Children are eager to create, using a wide range of media and materials. They learn about artists and look at famous paintings to inspire them.
• Parents and childminders describe exemplary partnership working with the pre-school. The setting ensures everyone has a solid understanding of children's next steps. For example, a childminder reports she is working alongside the setting to develop a child's mark-making skills. They foster the child's love for numbers by offering more numeracy activities to extend the child's already excellent progress.