Fordham Preschool

What is it like to attend this early years setting?

Children calmly arrive at the setting and quickly settle to their play. They confidently choose the resources and activities that interest them. Staff get to know children well. They develop positive relationships with children, engaging in their play and listening to their ideas. Staff offer children choices and respect their opinions, interacting positively with them. They are warm and encouraging. Children become absorbed in their play. They concentrate when tackling challenges. Staff promote children's independence, encouraging them to put on their own coats and pour their own drinks at snack time. Staff implement a routine to structure the day. This provides children with a sense of security.

Staff maintain high expectations for children's behaviour. They teach children patience and cooperation. Children behave well and are kind to each other. They invite other children into their play and collaborate effectively to complete complicated tasks. Staff carry out assessments to measure children's progress. They provide individualised support to children to help them develop. Staff offer a range of stimulating activities, which engage and interest children. Children enjoy participating in the football club and other community events. Children from disadvantaged backgrounds make good progress in their development.

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

• Staff place a strong emphasis on helping children to respect the world around them and live in a sustainable way. Staff teach children how long it takes for rubbish to decompose and to look after the environment. Children explore different animal habitats. They support local animal charities. Staff teach children the names of different insects they find outside. Children enjoy planting and watering plants in different areas of the garden.
• Staff keep children safe and secure in the setting. They ensure doors and gates are locked and that children are supervised in all areas of the setting. Mealtimes are sociable and children enjoy talking with staff about their favourite healthy snack and their home experiences. Staff support children's physical development. Outside, children take measured risks while using the large play equipment. Inside, children paint and create with recycling materials, which supports their fine motor skills.
• Children make consistent progress with their language development. Staff read lots of books and sing songs with children. Children enjoy re-telling stories, using puppets and props. Staff speak clearly and label different items for children. They teach children what words like 'camouflage' mean. Staff quickly identify when children need extra help with their language development. They provide targeted support to help children make progress.
• Staff support children to play imaginatively. Children learn to solve problems creatively. For example they spend a long time focusing on creating train tracks and roads from sticky tape. Staff are proactive at extending children's learning, incorporating counting, shapes and colours into their play. Staff help children to prepare for starting school. They teach children rules such as using their walking feet indoors. However, staff do not consistently support children to understand why the rules are in place to help them learn about taking responsibility for their actions.
• Parents speak highly of the setting. They comment on the help they have received with potty training their children. Staff work with parents to provide flexible care, ensuring children from disadvantaged backgrounds have full access to early care and education. Parents appreciate the regular communication they receive on their children's progress. They are also pleased with the support their children receive to prepare them for school. Staff also work with the local school, helping to ensure children have a smooth transition.
• Leaders have a clear vision for their setting. They reflect on the provision and identify areas for further development. Leaders support staff to evaluate their practice and access training opportunities to help them develop their skills and knowledge. Staff feel well supported by leaders. Leaders have plans in place to develop the use of sign language in the setting to support children with their communication. They also plan to improve the gardening and cooking opportunities for children to access.

What the setting must and should do next

The provider should:

• help staff to consistently support children to understand why rules are in place and the potential consequences of not following the rules on others and themselves.