Gateway Grange Rowner

What is it like to attend this early years setting?

Children appear to feel happy and safe at this welcoming pre-school. Staff greet children with smiles and nurturing cuddles as they arrive. They build strong relationships as they talk to one another about their older siblings and going to school. Older children self-register as they find their picture and place it on their peg. They gladly get involved with different activities available to them. For example, they attentively listen to stories in small groups. Older children learn to share and take turns with different colours as they paint. Children appear settled and confident as they joyfully play alongside their friends.

Staff implement an interesting curriculum that focuses on getting children ready for school. For example, they develop activities that increase children's hand strength to prepare them for early writing. Children use chalks on the playground. They create different patterns and large shapes with excitement. Staff encourage them to draw different letters and numbers, such as the first letter of their name. Furthermore, children show joy and imagination as they draw a picture of a pizza and decorate it with their favourite toppings. Children are creative and thoughtful in their play and learning.

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

• Leaders create an ambitious curriculum that is adapted to suit children's different needs. They use their in-depth understanding of the local community to specifically focus on providing all children with a wealth of experiences that broaden their knowledge. For example, staff plan for children to learn about growth, nature and change. Children enjoy digging in mud and watching different fruits and vegetables grow in the pre-school garden. Furthermore, children develop an interest in the concept of life cycles. They look closely at an insect they have collected in a small jar. Children are immersed and engaged in their learning.
• Staff know their key children well. They have a good understanding of children's needs and how to support them individually. Staff assess children's development regularly. They work closely with other professionals to implement collaborative plans for children with special educational needs and/or disabilities (SEND). Leaders are passionate about supporting all groups of children to access the full entitlement to their education. They work with parents to increase children's learning at home. Children are supported to achieve the best outcomes.
• Young children enjoy the experience of group story time. They sit together and listen intently as staff read books to them. Staff are enthusiastic and allow children time to think and answer questions about the different parts of the narrative. Furthermore, leaders create an outdoor library for parents to access with their children before pre-school. This supports children to develop a love of reading.
• Staff support children to treat each other with respect. For example, children learn how to take turns and resolve disagreements independently. Staff encourage them to use sand timers so they begin to understand how to share appropriately by themselves. However, at times, staff do not remind children of some of the behaviour expectations, such as walking inside. This means children are not fully supported to learn the rules and why they are in place.
• Children learn about good health. For instance, they have an excellent understanding of the importance of washing their hands before eating. Furthermore, staff regularly implement teaching that increases children's knowledge of oral health. This means that children receive information that supports their understanding of healthy lifestyles.
• Staff speak highly of the professional development opportunities available. For example, staff discuss the training they have received to increase their understanding of supporting children with SEND. Staff explain how they are well supported by senior leaders, including support for their well-being. Leaders provide staff with regular supervision to identify any further training needs. This means that teaching standards are continually raised for children.

What the setting must and should do next

The provider should:

• strengthen how behaviour expectations are implemented so that children are fully supported to learn the rules and why they are in place.