Genesis Pre-School

What is it like to attend this early years setting?

Staff warmly welcome the children into the setting. Children confidently leave their caregivers and quickly settle into familiar routines. Strong key-worker relationships enable children to feel safe and secure. These promote children's confidence as they explore the exciting resources and environment. As staff know children well, they are able to tailor activities to take into account children's individual needs.

Staff have high expectations for all children. Children are able to recall previous activities and talk about their learning. Staff's high-quality interactions enable children to progress well in their learning and development. Focused activities enable children who are more capable to experience more challenging learning. Staff are skilled at ensuring that they identify children who need additional support and put in place appropriate interventions.

Children behave extremely well. Staff help children to develop friendships with their peers and be kind to each other. Children say goodbye as their friends leave, and welcome others to the afternoon session. Children's behaviour is good, as staff help them to resolve any disagreements and be considerate to their friends. Children thrive on the praise staff give them. This encourages them to follow the boundaries of the setting and builds their confidence.

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

• Children have access to a broad curriculum. Staff know the children well and demonstrate the next steps for children's learning in their practice. They observe and assess children's learning regularly. They use this information to plan an ambitious curriculum that takes into account children's individual learning needs.
• Staff promote children's communication and language skills as they recap the day's events. Children practise their listening skills as staff give them instructions in the listening activity. They learn to quietly sit and listen to the animal noises and correctly identify animals. They practise copying the noises. Staff help children to learn new words as they talk about 'squashing and squeezing'.
• Staff promote children's physical development well. They enable children to have opportunities to climb and ride in the outdoor areas. They promote children's fine motor skills as children knead the dough and use tools to make shapes and creations.
• Staff support children to develop their independence skills in preparation for moving on to the next stage of their learning. Children expertly spread the butter on their toast and pour their milk and water. In addition, they prepare for outdoor play as they put on their coats and find their wellington boots.
• Staff teach children about the benefits of healthy eating. They learn about what is good for their bodies and their teeth as they talk about healthy options.
• Children brush their own teeth, before dressing as dentists and brushing the dinosaur's teeth.
• Children develop their mathematical skills as they count the scoops of flour needed for the dough. Staff help them to learn about growing and sizes as they compare the sizes of their feet to the small wellingtons. They compare the sizes of the dolls and balls and talk about 'fast' and 'slow' as they push the balls across the room.
• Staff feel supported through supervision that focuses on their well-being and welfare. However, staff's continuous professional development could be promoted further, with a strengthening of training opportunities to support staff's work with the children.
• Parents are very satisfied with the care and learning provided. They appreciate the level of communication from staff through verbal feedback and online applications, which keep them informed about their child's time in the setting. Parents feel that their children make good progress in the setting and this is further supported by the staff providing ideas to extend children's learning at home. They appreciate the library book scheme, which contributes to the children's love of books.
• Staff at the setting adapt their practices and the curriculum following reflection and evaluation. However, this could be further developed by encouraging parents, carers and others to feedback on the provision.

What the setting must and should do next

The provider should:

• strengthen supervision, training and coaching to identify staff's training needs promptly and raise the quality of teaching to a higher level
• develop opportunities to seek feedback from others to contribute to the self-evaluation of the setting.