Euxton Pre-School 22 LTD

What is it like to attend this early years setting?

Children arrive happy and settled because staff help them feel safe and secure. Staff interact warmly with children and speak to them in a kind manner. This helps to support children's confidence and self-esteem. Children's language is extended as staff repeat and model words during conversations. Staff also encourage children to talk about their feelings by creating a safe and respectful environment. As a result, children become more confident as they express their emotions and talk about their feelings.

Staff implement an outdoor curriculum that ignites children's curiosity. Children thoroughly enjoy exploring nature. They learn about plants and wildlife. Staff also help children understand how to keep themselves safe as they splash in the stream. This helps to build children's confidence and awareness of risks. During outings, staff teach children how to respect living things, such as insects. As a result, children learn to care for the world around them. Children benefit from lots of opportunities to gain depth in learning. For example, they recall details from their nature walks and confidently name the types of mushrooms, such as 'turkey tails'.

Staff put in place interventions to help children who need additional support. For instance, following the advice from outside professionals, staff provide fidget toys to help children concentrate. This helps all children, including those with special educational needs and/or disabilities (SEND), to make good progress.

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

• Leaders have clear oversight of the pre-school and understand their roles and responsibilities. They work alongside staff and ensure they understand how best to meet the needs of the children. As a result, children are understood and their needs are met.
• Staff listen to children and follow their interests. For example, they set up a fairy garden to promote children's curiosity and imagination. As a result, children feel respected and important. This also provides opportunities for children to engage in pretend play.
• Staff know what children can do and what they need to learn. For example, they complete baseline checks and plan activities that are shaped by each child's interests. This helps children make good progress.
• Leaders ensure staff undertake regular training, which has a positive impact on children's learning. However, the curriculum for mathematics is not as strong as other aspects. As a result, children miss out on a rich and engaging mathematics curriculum, which limits their progress in mathematics. Leaders have identified this gap in staff's professional development.
• Parents are well informed about specific strategies staff are using to support children within the pre-school. This partnership working helps to ensure consistency for children. It also helps to prepare children for their next stage in learning.
• Staff provide regular opportunities to help children strengthen their hand and finger muscles. Activities such as threading pasta onto string and play dough help to develop children's fine-motor control. Consequently, children build the strength and control they need in preparation for writing.
• The curriculum provides many opportunities for children to develop their independence. Children wash their hands, pour their own drinks and cut fruit at snack time. Staff model how to cut fruit safely and provide support to younger children to help them master this tricky skill.
• Literacy is embedded through storytelling and imaginative play. Children recall stories they have read by engaging in role play. For example, when playing in the soil pit, children say, 'We are squelching in the mud, like going on a bear hunt.' Children benefit from lots of opportunities to repeat words and phases from their favourite stories. This helps to build their learning over time.
• The pre-school's recognition by the community for their involvement further highlights its commitment to enriching children's experiences and promoting their curiosity and exploration. Leaders and staff are committed to giving children the best start.
• Support for children with SEND is strong. Staff regularly assess children's progress and share any concerns with parents or other professionals. As a result, children get the early support they need to help them progress.
• Staff teach children how to be healthy. They give nutritious snacks and work with families to make sure packed lunches follow the pre-school's healthy eating policy. Leaders also share recipes with parents to promote healthy eating at home. This partnership working enhances children's understanding of the importance of healthy lifestyles.
• Leaders use early years pupil premium funding well to enrich children's education. They work closely with the children's key persons to consider how the funding could be used to help narrow any gaps in children's development. For example, leaders purchase specific resources to promote children's individual next steps. Consequently, disadvantaged children make good progress in their learning.

What the setting must and should do next

The provider should:

• focus professional development on enhancing staff's knowledge of how to support children's mathematical learning even further.