Fetcham Village Pre-School

What is it like to attend this early years setting?

Children arrive eager to start their day at this warm and nurturing pre-school. They are greeted by familiar staff, who talk to them about their morning. Staff take the time to get to know the children and their families well. This helps children feel safe and secure from the outset.

Leaders and staff plan a highly ambitious curriculum that focuses around children becoming sociable independent learners. Children smile with delight as they go on a 'bear hunt'. Staff ensure that children have ample resources that ignite their imagination and support children's passion for stories. For example, children tiptoe with their clipboards, maps and binoculars, looking for the bear in the shed that has been transformed into the bear's cave. They work together as they whisper the story in each other's ears and roar when they have found the bear. This helps children make connections with their previous learning, as they recall the sequence of familiar stories.

Staff help children to follow the rules and expectations of the pre-school. For instance, staff sing in a quiet voice to help children understand changes in daily routines. Children confidently gather on the carpet for group circle time and tidy away their toys when asked to do so by staff.

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

• The newly appointed leadership team has a clear understanding of the learning intentions in its curriculum, which is well sequenced to help children remember previous learning. For example, leaders use weekly themes to support the development of the curriculum, such as 'We're Going on a Bear Hunt'. They weave these themes across the activities on offer for the children. Overall, this helps children to consolidate and build on their prior knowledge.
• Mostly, staff support children's communication and language well. They consistently introduce new words. For example, they describe play dough as 'Superworm'. Staff are skilful and give children time to think. Children start to recall the story and sing the familiar phrases from the book. However, there are fewer opportunities to support children who speak English as an additional language to further support their communication. This means that, occasionally, staff do not adapt their interactions so that children benefit from the planned learning. Sometimes, children lose their focus and leave the activities.
• Staff promote children's independence and personal hygiene practices. For example, children pour their own drinks at mealtimes and hang their own belongings up when they start their day. This helps them to care for their belongings and manage their needs.
• Leaders focus on developing children's knowledge of the world around them. For instance, children have created a planting area, with lavender and vegetables. Staff teach children how to water the plants and encourage children to smell the herbs. Furthermore, children eagerly talk about the wormery and pink worms as they observe the patterns in the soil. This helps children learn about nature and the world around them.
• Staff are skilful at managing minor disagreements between children positively. For instance, they implement strategies, such as the use of sand timers, to support children to learn to share and take turns. This helps children develop their good behaviour.
• Leaders swiftly identify any children who will benefit from additional support. They use advice to develop specific plans to meet the needs of the children. For instance, children have targeted daily intervention sessions with their key person. This helps all children make good progress from their starting points. However, leaders are not as successful in developing working partnerships with other settings that the children attend. This means that children who attend other settings sometimes lack consistency in their learning.
• Staff share information regularly with parents about their children's learning and development. Parents excitedly talk about going on a 'bear hunt' in the local community with their children. For example, leaders set up small teddy bears in the local village shops for children and parents to find. Parents report that these ideas are fun and help them take part in their children's learning.

What the setting must and should do next

The provider should:

• help staff to develop an understanding of how to support language development for children who speak English as an additional language
• develop partnerships with other settings that the children attend to promote continuity in children's learning and development.