Foleshill Pre-School

What is it like to attend this early years setting?

Children thrive and enjoy their time at this friendly and inviting pre-school. A good understanding of the diverse community provides children with high levels of self-esteem about their own cultures and families. Although parents now drop off and collect at the door, the children settle quickly with familiar adults with whom they have developed close relationships. Children show kindness towards each other. They show high levels of respect and tolerance, working cooperatively in groups to achieve their end goal. Children learn how to grow flowers from seed. They enjoy watering the seeds and watch how the plants change as they grow. Children talk about 'the sun' making the plants 'taller'. This increases children's understanding of early mathematics, using their interest in the environment. The large garden is well organised. Children learn about nature through their own exploration. They dig and use their imagination to 'make believe' in the mud kitchen. Children's excitement outdoors is infectious. They smile and laugh as they play and learn. The support for children with special educational needs and/or disabilities is a strong feature in the pre-school. Children's communication and language development are supported by skilled staff. Children acquire good levels of English. The leadership of the pre-school has high expectations for all children to do well, and this is shared by staff working with the children.

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

• A sharp focus on speech and language provides children with a good start to their education. Children hear repeated words along with new words, such as 'frogs spawn', throughout the day. Staff talk to children about the 'cycle of life' and the children look at how tadpoles change into frogs. Children are encouraged to express what they see in pictures as they create their own frogs. They practise the words they learn. Staff help children to link words to the pictures in books. Older children are encouraged to think about 'what happens next?'. However, staffs' modelling of letter sounds could be further improved to help children make even more rapid progress in their emerging speech and language.
• Children have experience of caring for animals. They watch them as they grow and change. Children are motivated and want to learn more. A small group of children choose an animal story and read this with a member of staff. They repeat their favourite parts and join in with the next line. All of this increases their experience of speech and language. That said, on occasion, staff do not always differentiate well enough in large groups. At times, younger children can be distracted and not always fully engaged.
• A wide range of physical activities challenge children to think about their own safety. Children are confident in their own abilities. They climb and run skilfully. Staff remind children to think of others as they run and play. Children understand and apply the simple rules to help keep themselves safe. Staff's calming words help children to reflect on their actions and behaviour. Children's behaviour is good and older children understand boundaries. They take turns and share.
• Children use a range of equipment available to them to early mark make. Some older children are becoming accomplished in their drawing and can make comparisons between pictures they draw, 'A big flower and a small flower'. Staff follow the interests of children as they lie on the floor while children draw around their different shapes.
• The curriculum is well designed to meet the emerging needs of the children attending. Leaders consider the sequence in which children are taught the skills they will need to make good progress. A programme of supervision and training supports staff to deliver good quality teaching effectively. Early identification of gaps in progress are quickly seized on and action is taken to ensure that children receive the best possible start.
• Good routines and safe, healthy care practices help children to remain well. Children practise regular hand washing. Older children are independent in managing their own self-care. Staff provide gentle reminders to all children during play to remember what they need to do to stay well.
• Parents report positively about their children's care at the pre-school. They say their children enjoy their time there and are learning well.

What the setting must and should do next

The provider should:

• enhance the opportunities for children to develop their use of phonics in daily activities
• help staff to consider how younger children can be fully engaged in activities, to make the best possible progress.