First Steps Preschool

What is it like to attend this early years setting?

Children are happy when they arrive at the pre-school. They have adapted well to the changes made, due to the COVID-19 pandemic. Children understand that their parents no longer come into the pre-school. They are confident to separate from their parents and are greeted by warm and friendly staff. Children demonstrate that they are happy and feel safe in this very welcoming, inclusive pre-school. Children show a real interest in what staff provide, and spend a long time engaged in their chosen activities. Children are prepared very well for their next stage in learning and for school when the time comes. Older children confidently write their names as they sound out the letters and ask to write the names of their friends. Younger children roll and push malleable materials, developing their fine motor skills to learn to control pens and pencils.

Children are confident communicators. They talk to each other and adults, explaining what they are doing. Children enjoy their activities with staff. For example, they sit together to explore musical instruments and talk about the sounds they make. Children take great pride in their ability to identify sounds without seeing the instrument. Staff expertly expand this further as they challenge children to identify two sounds at the same time.

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

• Parents are extremely happy with the service provided. They speak highly of the care and education their children receive and, appreciate how happy and settled their children are. Parents comment that staff keep them well informed. For example, staff provide details of their children's day and what they have enjoyed doing when collecting their children. In addition, parents access children's online learning journal.
• Staff teach children what is expected of them during daily routines and activities. They are good role models, who provide consistent guidance to children. For example, when children run in the room, staff ask them to stop and explain they will fall over toys and hurt themselves. This helps children understand how to play safely.
• Leaders recruit staff safely. They ensure that new staff are supported by more experienced staff, to help them to become confident and competent in their role. All staff undergo regular supervision sessions. They complete a broad range of training, that focuses intently on the needs of the children attending.
• Staff actively promote children's good health. Children spend time outdoors in the well-resourced garden and get fresh air each day in all weathers. Staff aspire to improve their provision. They are in the process of developing the already good outdoor space to offer a nature area. The aim is to provide even more opportunities for children to explore and investigate natural resources, minibeasts and growing plants.
• Children benefit from rich learning opportunities when they work in smaller groups and have free-flow access to the outdoors. When this happens, children show high levels of engagement and staff interactions are of good quality. Inside, children develop their imagination as they pretend to be vets and make the animals better. Outside, children catch snowflakes and watch them melt in their hands. However, large-group times are not always well organised. Children become easily distracted and the learning is not as rich as during other times of the day.
• Staff actively seek support for children with special educational needs and/or disabilities. They have detailed knowledge of the very specific needs of each child. Staff work closely with parents, other settings that the children also attend and outside agencies, to agree and constantly update individual care plans. They use any additional funding that children receive successfully to support each child's individual needs.
• Staff observe children closely to find out what they know and can do. They plan activities to follow children's interests and support their next phase in their development. Staff ensure that children's next steps in learning are shared as a team to enable them to work together to support children's individual development. However, at times, plans for children's next steps in learning are not specific enough to identify what children need to learn next.

What the setting must and should do next

The provider should:

• review the organisation and structure of group times to take into consideration the age ranges and individual needs of the children present, to enhance learning opportunities to the highest level
• strengthen all staff's understanding of what children need to learn next to help them build further on their learning.