Gawber Preschool

What is it like to attend this early years setting?

Children arrive at the setting eager to enter and start their day. They quickly hang their coats and bags up, while staff check with parents if there is anything they need to know. Children show they feel safe as they quickly leave their parents' side. Children have good social skills. They are well behaved, use good manners, take turns and share. There is a variety of resources and equipment easily accessible for children to select from. This helps to promote their independence and choice. Children learn about the world around them. For example, they know the Queen is celebrating 70 years on the throne. They attend a garden party and make their own crowns and flags. Children are very proud of their creations and show them to staff and the inspector.

Children use tools safely. For example, they carefully use scissors to cut out paper shapes. Children use mathematical language as they draw coloured chalk lines on an outside path. They ask the inspector to look at 'how long' their lines are, identify which is the 'longest' and name the colours. Children enjoy activities that help them to develop their large-muscle skills. They carefully walk along planks balanced on top of blocks of wood and manoeuvre around obstacles on bicycles.

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

• The manager is familiar with the curriculum and how it is delivered within the setting. Staff performance is observed, and appropriate training identified to help maintain the quality of education they provide.
• Children's personal, social and emotional development are given priority. The staff plan activities to encourage children to play together and make friendships.
• Children understand the need for good hygiene practice. They wash and dry their hands at appropriate times. When asked why they do this, they explain they are washing away germs that can make them poorly. Children check in mirrors that they have wiped their nose properly and carefully dispose of the tissue.
• Staff have regular supervision with leaders and managers, each one with a different focus. For example, one looks at the well-being of staff and another looks at performance. Consequently, staff feel well supported and enjoy their work.
• The partnership with parents is effective. Staff provide regular updates to parents about their children's progress and what they need to learn next. Staff also offer ideas to parents about activities they can do at home with their children. This helps children continue to build on the skills they already have.
• Children are well supervised by staff, who are aware of their capabilities. For example, staff offer their hands to less confident children as they walk along planks of wood. As a result, they become more confident with each plank they walk. Eventually, they do not need help because they have mastered the skill of using their body to balance.
• Although staff organise manageable groups for story time, and letters and sounds, they take place within the same period and in close proximity. This raises the noise level in the room to such an extent that some children are unable to fully participate because they cannot concentrate. This hinders their progress.
• Some staff use questions that only require a 'yes' or 'no' answer. This does not challenge children to think about what is being asked and to work out the answers.

What the setting must and should do next

The provider should:

• review daily routines, in particular the use of group times so that all children fully benefit from the experience
• help staff to strengthen their teaching and maintain the challenge that children need to reach their full potential.