Freshford Pre-school

What is it like to attend this early years setting?

Children bounce in happily, greet the staff with smiles and eagerly go and seek out their favourite activities. Children are very interested in being 'builders' and delight when they see a new toolbox next to the home corner, now an 'Elf workshop'. They cooperate and negotiate well as they share the new tools in their imaginary play. They admire their previous work, a fireplace made from boxes 'to keep the elves warm'. They hammer some more 'nails' into the boxes and say 'this to make sure it doesn't fall apart'.

Children are very excited when two police officers visit. They are curious about all the pieces of equipment they have on their uniforms, such as walkie-talkies and different torches. Children delight in seeing themselves on the police officer's body camera saying, 'it's like us on TV!' Children make immediate connections between their own experiences. For example, they say that they also wear reflective jackets when they go out on walks so that they can be seen and be safe. Children know many rules about road safety and proudly sing their 'traffic light' song to the officers.

The manager and staff value and celebrate what children achieve. For example, they proudly display children's work, to enhance the environment.

Children have very close bonds with all staff. They seek support from staff when they need help with an activity or when feeling emotionally overwhelmed. Staff are extremely sensitive and respectful to each child's needs, and this helps children feel safe and secure.

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

• The manager and staff devise a full programme of planned activities that cover a broad and ambitious curriculum. Staff skilfully incorporate key concepts into all activities by using concise and flexible planning systems that cover all areas of learning. For example, mathematical language, such as 'pairs', and estimation is introduced in group times. Leaders and staff carry out assessments of children's needs and progress exceptionally well, with meaningful next steps planned, which help all children make the best possible progress.
• Children show an extremely keen interest in activities. For example, they practise counting by carefully placing figures onto a bus. They use a dice to create further challenge and use their drawing skills as they count beyond 10. Children love to experiment and persevere as they saw balsa wood or drill holes into it to see if it will break. They use their imagination as they use the wood as a vacuum cleaner to 'suck up the sawdust'. Children look at orange pips with fascination, and staff explain how to see them by holding a segment of orange to the light. Children warm up balls of play dough to see if this will make them smoother and roll further. Children show exceptional persistence, involvement, and pride in their work, and their behaviour is exemplary.
• Children benefit from weekly, outside sports sessions. These are led by an enthusiastic trainer who, along with staff, ensures all the children can participate fully. These activities improve children's physical development and increase self-confidence. Children follow complex instructions as they eagerly carry out challenging routines using hoops and balls. They practise new movements, such as hopping, and they notice shadows as they move about.
• Staff encourage children's independence skills. For example, they learn how to clean their teeth, pour drinks and change into outdoor clothing. This helps children gain the skills they need for the future.
• Staff take children on walks that enable them to gain an appreciation of their local community. Children also benefit from stimulating experiences, such as forest school, and exciting outings, such as going on a train ride, and by working with visitors on yoga and music sessions.
• Parent partnerships are very strong. Parents have absolute trust in the manager and team to provide a safe environment where children can thrive physically and emotionally. Parents appreciate that children are learning and developing from a breadth of enriching experiences and are well prepared for school. They report that lines of communication are excellent, and opportunities exist for parents to become involved in their children's learning.
• The manager and committee have well-organised systems in place for safe staff recruitment, and provide opportunities for professional development and monitoring of performance. This creates a culture of continuing improvement that underpins the consistency of this high-quality provision.