Golden Petals Pre-school Ltd

What is it like to attend this early years setting?

Managers have a clear and positive intent for children's learning at this safe and welcoming setting. The drive and determination they have for all children to succeed is demonstrated in their well-planned curriculum. Children make steady progress in readiness for school. Staff work hard to build secure relationships with parents and children. They celebrate the diverse community of children attending. For example, they encourage parents to share photographs of their families. This helps children to form their own identity and to learn about similarities and differences in families.

Staff use their knowledge of children's current development and experiences to plan the curriculum. Staff provide learning experiences that children may not otherwise experience. For example, staff offer a wide range of sensory and messy play opportunities. They offer new vocabulary as children explore the different textures. Children, including those who speak English as an additional language, hear and learn new words. This supports children's good communication and language development. Children benefit from trips out from the setting. They visit the local bakery and the post office. Staff help children to consider their own safety while on trips. For example, they look for safe places to cross the road. Staff are effective role models. They model kind and caring behaviour. Children's behaviour is generally good.

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

• Staff carefully consider children's interests as they plan their learning. For example, staff note that some children enjoy playing with cars. They add cars to the different areas of the environment that they want children to engage in. This entices children who become eager to join these activities. Children show enthusiasm for learning.
• Staff use their assessment of children's progress when planning the curriculum. As children make progress, staff broaden the curriculum to offer new learning. For example, children are encouraged to count as they sing songs. They talk about heavy and light as they build with construction toys. Staff assessment is effective in helping children to make progress.
• 'Golden rules' are encouraged throughout the setting. Staff remind children of these before group activities. Children know to use 'kind hands', for example. Staff regularly praise children's good behaviour. However, they do not always explain what children are being praised for. This means that, on occasion, children do not understand the good behaviours to repeat in the future.
• Children are encouraged to be physically active. For example, staff provide group activities where children balance and stretch. Children also benefit from planned outdoor experiences, where they throw balls and play with hoops. In addition, staff use their conversations with children to talk about healthy lifestyles, such as foods that are good for you. Children begin to recognise the importance of healthy lifestyles.
• The curriculum is planned to support children's increasing independence as they move through the setting. For example, children show an increasing ability to make choices. Younger children choose from a selection of resources. Pre-school children independently collect the items they need to create artwork. Children become independent in readiness for their future learning.
• The setting has developed strong partnerships to support their work. They work closely with a range of professionals, including speech and language therapists, physiotherapists and the area special educational needs coordinator. This helps them to provide effective and timely support for children with special educational needs and /or disabilities.
• Partnerships with parents are good. Parents discuss the progress their children make while attending the setting. They value the suggestions that staff provide that help them to support children's learning at home.
• Leaders support staff well-being. Staff say they feel well supported and are motivated in their work. Leaders regularly check staff's understanding of the curriculum and their knowledge of ways to keep children safe. Staff complete targeted training and give regular feedback to the team. Leaders observe staff in their role and hold professional discussions with staff. However, feedback does not always precisely identify individual targets for staff to support them in enhancing their knowledge and skills further.
• Children and staff follow established good hygiene routines that are well embedded throughout the setting. For example, children know to wash their hands before eating and after using the toilet. Staff talk to children about removing the germs as children wash their hands. Children learn good hygiene routines and habits.

What the setting must and should do next

The provider should:

• support children to develop and extend their understanding of good behaviour
• precisely identify staff development targets that are sharply focused to support staff to enhance their knowledge and skills further.