Fairview Under Fives Group

What is it like to attend this early years setting?

The dedicated manager and her equally committed team warmly welcome children in to an exciting and inviting play environment. They work hard and invest time in getting to know the children and their families before children attend. The qualified and experienced team ensure children flourish and make good progress. The quality of teaching is good. The nurturing and attentive staff plan a challenging and ambitious curriculum around the children's interests, build on what they already know and what they need to learn next. Children demonstrate they are curious and keen to try new things. They are given time and support to challenge themselves through their play. The pre-school principles of 'be kind, be safe, and be helpful' underpins how the curriculum is planned and how children are supported in regulating their own emotions and behaviours. Children's behaviour is good.

Children demonstrate a positive attitude to learn. They show excitement and enthusiasm when participating in activities and ask lots of questions. The staff ensure the pre-school is fully inclusive and resources are easily accessible to help children initiate their own games. The education programme provides children with well-planned activities to help them learn how to take care of themselves and how to stay safe. Staff teach children about the importance of healthy eating, exercise, and oral health. Children learn about road safety and staff ensure their learning is secure before challenging further. Children demonstrate they are good communicators, and the staff provide them with opportunities to learn the skills they need for the transition to school and future successful learning.

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

• The manager and her team fully understand the importance of positive working relationships with parents and others involved in the children's care and learning. They invest time getting to know the children and their family. This includes the opportunity of home visits before children attend. A tailored settling-in process is in place to ensure children feel safe and secure. All children, including those who require additional support, demonstrate they are settled and happy and make good progress from their starting points.
• Parents are positive in their comments about the pre-school. They comment on the encouraging, approachable, and supportive staff. Parents are aware of their children's key person and say they go 'above and beyond' their expectations to ensure their children are happy and safe. Parents say how confident their children are since attending. They also comment on how reassured they are leaving their children in the care of the pre-school staff and that their children's individual needs are met.
• Staff implement a broad curriculum that covers all areas of learning. There is a strong focus on developing the skills children need to be independent learners.
• This includes managing their own feelings. Children are good communicators and show they feel emotionally secure. Staff recognise the importance of these skills to ensure a smooth transition to school. Children have formed close and trusting relationships with their key person.
• A thorough recruitment, induction and ongoing training mean that staff are experienced and qualified. They have a sound knowledge of child development. The committee are very supportive of the management team and the effective leadership means the sessions run smoothly. Staff's own welfare is fully considered and supported. Staff say that they feel valued and happy in their role. They have a genuine passion to ensure all children have access to good-quality care and learning.
• Children's mathematical understanding of simple mathematical concepts is fully supported throughout their play. Staff use mathematical and positional language as children match patterns with coloured pebbles. Children have immense fun at the water table. They show sustained concentration and negotiate well together as they fill tubes with water. Mathematical language is also introduced during group time. Children count how many are in the group. They clap the corresponding number and are also encouraged to write the number on clipboards.
• Children are confident speakers. Staff engage children in meaningful conversation and provide running commentaries during activities. Staff have a clear comprehension of how children develop their conversation skills and introduce new words to challenge their ability to communicate and increase their vocabulary. Children engage visitors to the pre-school in conversation and are excited explain about 'wind turbines and volcanos'.
• Children enjoy some role-play opportunities, particularly in the garden. They use some dressing-up clothes, such as tabards, hard hats and builders' belts, and some props in their play. Children enjoy and have fun taking care of their babies and walking them in buggies. However, staff have not considered how these rich opportunities can be available indoors so that children can continue to develop their imaginary play.

What the setting must and should do next

The provider should:

• consider how staff can consistently develop and support children's creative ideas and imaginary play.