Flintmill Pre-School

What is it like to attend this early years setting?

Children arrive happy and enthusiastic to start their day at this friendly pre-school. They separate from their parents with ease and show excitement to see their friends. Children thrive at this pre-school. They participate in engaging activities and are confident and keen to explore the environment. Leaders spend time talking to parents on arrival, to gather information regarding children's current needs and well-being. This information is communicated effectively across the team, ensuring children's needs are met throughout the day. Practitioners regularly gather information from parents regarding children's interests and learning at home. They use this to plan activities to support children's ongoing development.

Leaders have clear intentions for what they want children to learn. They implement a broad curriculum that promotes a strong focus on children's emotional development and their communication and independence skills. Practitioners support new children to develop close relationships with their key person. They quickly get to know children well and develop an awareness of children's individual needs and interests. This helps children to feel secure and settle quickly. Children behave well. They know what is expected of them and routines are consistent and clear. Practitioners are warm and caring in their interactions with children. They teach children how to share and turn take and they act swiftly to give comfort and resolve conflict situations.

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

• Leaders and practitioners have clear intentions for children's learning and development. The curriculum builds on what children already know and can do. Practitioners monitor children's development through observations and parent feedback to ensure that any gaps in learning are identified and addressed promptly. Practitioners know their key children well. They use this knowledge to plan for the individual learning needs of the children. This helps children to make timely progress in their learning and development.
• Leaders and practitioners provide good-quality support to children with special educational needs and/or disabilities (SEND). Leaders engage with specialists and implement their advice and guidance. They work closely with schools to ensure information is shared and transitions are smooth. Practitioners work in partnership with parents and other professionals to create individual support plans to help bridge any gaps in learning. They use resources, such as visual aids. For example, practitioners use picture cards to support children to communicate, and 'now and next' boards to support children to understand and follow the daily routine.
• Practitioners promote children's language and communication skills. They speak clearly, model the correct pronunciation, and introduce unfamiliar words. They ask children questions during group time and activities to help children develop their conversation skills and extend their vocabulary. However, at times, practitioners do not always give children enough time to think about what is being asked and respond to the question before they repeat the question or provide the answer.
• Practitioners give good support to children who speak English as an additional language. They gather key words in the children's home language, such as 'drink' and 'toilet', and use picture references to help them to communicate throughout the day. Children learn about other cultures through celebrating different festivals that represent the children and practitioners in the pre-school. Children have access to books and resources that teach children about different people, cultures and religions.
• Children develop their independence well. They have many opportunities to practise different skills and do things for themselves. For example, children change into indoor shoes when they arrive and serve their own fruit at snack time. Children learn good hygiene routines, they learn to use the toilet and wash their hands independently. They use a nose wiping station with a mirror to clean their nose and face properly. Children follow similar lunchtime routines to school. They get their lunch from the kitchen hatch and walk with it to their seat. This prepares children for their next stages in learning.
• Practitioners support children to understand and express their feelings using emotion cards and other props, such as soft toys with different expressions. Practitioners ask children how they feel at group time, and they support and reassure children when they express sad feelings. Children are supported with their emotions throughout the day. Practitioners spend extra time with children who are feeling emotional, and they give hugs when children request them.
• Children have many opportunities to develop physical skills. They have access to an outdoor space where there are resources that encourage children to climb and balance. Children have a separate bike area so they can safely navigate the space. Children develop their fine motor skills through activities, such as mark making and play dough. This helps children strengthen their muscles.

What the setting must and should do next

The provider should:

• support practitioners to consistently allow children enough time to think and respond to questions to help develop their communication skills further.