Forget-me-nots Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school eager and ready to learn. They separate from their main carers with ease. Children have a good understanding of the pre-school routine as they sit on the carpet, ready to say good morning. Children gain a real sense of belonging in the pre-school as they find their named peg and sign themselves in.

Children enjoy exploring the room. Staff create exciting activities for children to investigate. For example, staff hide stones in the sand for children to find, building on their inquisitive nature. They use a variety of tools, including spoons and their hands, to 'dig for treasure'. Later children add cups from the home corner to make sandcastles, working together to put sand in the cup. Children are kind to each other and behave well. Children of all ages socialise easily together. Minor disputes are easily managed by staff, using distraction techniques, and children quickly move on.

Currently the garden area is being revamped, but staff have successfully adapted the large hall into an area for children to benefit from large physical play. They ride bikes and throw and catch balls. Children climb on soft-play equipment, delighting as they jump from one large stool to another.

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

• Children welcome staff into their play and enjoy spending time with them. They build great bonds with their key workers and actively seek them out. Staff create activities based on children's interests to develop the next steps in their learning. However, staff do not always make the most of opportunities that arise to further extend children's learning while engaged in play.
• Mathematics is embedded into children's play well by staff. Children have regular opportunities to develop their number and counting skills. For example, while at the craft table, children talk about the shape of their paper and how many sides it has. Later, children create patterns with coloured screws. They work with staff to match the number on the picture with the number they need. Children are very proud of the pictures they create.
• Children show positive attitudes towards their learning and they focus on activities for long periods of time. Children use 'trial and error' methods as they persist to gain a desired outcome. For example, children work hard to match the pieces to create the perfect car track.
• Most of the time staff encourage children to gain an understanding of good hygiene practices. At snack time, children are encouraged to wash their hands. However, this is not consistent for all children and, therefore, children do not always know what is expected of them. During the day, children repeatedly cough and staff are not consistent at teaching them to cover their mouths to help stop the spread of germs.
• Children have access to a wide range of toys. They are accessible for children to add to other activities and make choices. Children can explore a range of technology-based toys, such as mini laptops and computers. However, staff do not consistently talk to children about the benefits of using the internet in a safe way, to develop their understanding of online safety.
• Parents say that they are happy with the pre-school. They discuss the high levels of communication they receive. Parents are aware of how they can support their children's development at home. Parents of children with special educational needs and/or disabilities praise the support of the pre-school team. They comment on the consistency they provide between home and school. Parents state that the pre-school works effectively with all professionals to support all children to make good progress in their learning.
• The manager and pre-school team work together to reflect on the environment and make changes to suit the children in their care. Where changes do not work, staff are quick to notice and adapt further. Staff are well supported by the manager and feel they have a lot of opportunities to share any issues or concerns.

What the setting must and should do next

The provider should:

• strengthen training and coaching to identify staff's training needs and raise the quality of teaching to a higher level
• review hygiene practices, so they are consistently followed and to ensure children have an understanding of managing self-care independently
• explore ways to broaden children's technology experiences and help them to gain an understanding of keeping themselves safe online in an age-appropriate way.