Foundry Road Preschool

What is it like to attend this early years setting?

Children are happy and are eager to join their friends in the range of exciting activities the pre-school has to offer. Children develop strong bonds with the staff, forming relationships that are warm and respectful. This gives children a sense of security and confidence. Staff provide an enabling environment that supports children to develop skills across all areas of learning. They implement a well-sequenced curriculum that builds effectively on children's interests and starting points. For example, children show an interest in firefighters and other people that help us. Staff use this interest to engage children in learning. Children develop their small-motor skills and hand-eye coordination as they complete jigsaws of fire engines. They carefully work out where the pieces need to go and show pride as they finish the picture. Children benefit from enriching experiences beyond the pre-school. For example, staff identify that some children do not use public transport. They arrange a trip on the bus for children to enjoy and enhance their understanding of the world and the community around them.

Staff support children well as they prepare for their move to school. Children develop growing independence and self-help skills. For example, they learn how to put on clothes as they dress in the role play uniforms. Children behave well. They follow daily routines confidently and respond well to instructions. Staff model positive behaviour and use consistent strategies to support children to understand their emotions. Children learn to share, take turns and negotiate with their peers during play. Staff set clear boundaries and use gentle redirection to manage any unwanted behaviour effectively

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

• Managers demonstrate a strong and clear ethos for the setting. They want every child to feel happy, safe and secure, and for each child to reach their full potential. The long-standing and experienced staff team feel well supported by managers. The know each other well and this contributes to a positive and happy working environment in which children can thrive.
• Children express themselves freely and confidently. They explore with curiosity in the mud kitchen, investigating textures and materials to support their sensory and scientific learning. They immerse themselves in imaginative play. For example, they pretend to be firefighters, which encourages problem-solving, collaboration and communication. However, staff do not always make full use of the environment or fully extend activities to provide consistent challenge. As a result, some children may not reach the full potential they are capable of.
• Staff are good role models for children's language development. They engage children in meaningful conversations, ask open-ended questions and allow time for children to think and respond. This supports children's confidence in expressing themselves and extends their vocabulary. Children enjoy joining in with familiar rhymes and songs, developing their listening and language skills.
• Children benefit from a wide range of opportunities to develop their physical skills. They take part enthusiastically in activities such as obstacle courses and 'wake and shake' sessions, which support coordination and overall fitness. Children confidently negotiate age-appropriate climbing equipment, such as a climbing wall and ladder rungs, and they practise balancing on beams. These activities help strengthen their muscles and improve their coordination, while also promoting confidence and a 'can-do' attitude.
• Staff have supervision meetings in which managers monitor performance and set targets for improvement. Staff complete all mandatory training, and professional development opportunities are available. However, managers do not implement a sharply focused professional development plan that consistently builds on staff's already good teaching skills. As a result, opportunities to further enhance the quality of teaching and improve outcomes for children are not fully maximised.
• Partnerships with parents are strong. Managers create regular opportunities for parents to engage in their children's learning, such as through well-attended workshops and shared activities. Parents speak positively about the care and support their children receive and feel confident in the staff's ability to meet their child's individual needs. Staff maintain open and effective communication, keeping parents well informed about their child's daily experiences and developmental progress.
• Staff help to promote children's healthy lifestyles. They ensure children spend time outdoors each day, enjoying fresh air and physical activity that supports their health and well-being. Children who attend the lunch club bring packed lunches from home. Children also learn about oral health through engaging activities and discussions, helping them to understand the importance of looking after their teeth.

What the setting must and should do next

The provider should:

• plan more opportunities to challenge children's thinking to consistently extend their learning to the highest possible level
• support and focus training and professional development for all staff to further improve the quality of the already good teaching.