Goldingham Drive Community Pre-school

What is it like to attend this early years setting?

Children enthusiastically skip into this community pre-school and are greeted by friendly and nurturing staff. The children giggle with laughter and excitement as upon entering they realise that a cheeky Christmas elf has been up to some tricks. This joyful and positive atmosphere benefits the children as they explore the indoor and outdoor environments in a keen and purposeful manner. The learning environments are stimulating and extremely inviting. Children make their own play dough, weighing out flour and water, kneading it themselves before sharing it among their peers. Children enjoy mark making for purpose. A beautifully resourced 'loose parts' area supports children in developing their imaginations. Children have the freedom to express their personalities and creative flair however they wish.

Children cooperate well with their peers. Children have a great understanding of the behaviours expected of them. On occasion, older children remind their younger peers that it is good to share and use 'kind hands'. Children begin to develop independence as they learn to solve conflicts for themselves. They love listening attentively to stories and responding to familiar rhymes and songs. Children make significant progress in their speech and language development. Children understand mathematical concepts appropriate to their age and stage of development.

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

• Teaching is good and is designed in a way that helps children remember long term what they have been taught. For example, children point to a bucket of ice and say, 'look it's ice now because it has frozen'. Children articulate their knowledge and understanding of language across the early years foundation stage curriculum. Children hold thoughtful conversations with adults and their peers. However, staff do not consistently take advantage of opportunities during children's play to extend discussions to deepen their knowledge and understanding. Consequently, occasions that could provoke thought and encourage children to develop their critical thinking skills are missed.
• Parent partnership is a high priority and parents feel welcomed. They praise the excellent communication with staff before their children start. Staff use robust assessments and first-hand knowledge from parents to ensure that any gaps in learning are identified swiftly and support put in place to extend children's learning. However, staff do not ensure that all children understand changes in routines and this does not support their social development, growing independence and personal needs effectively.
• The manager and staff provide an inclusive setting where all children's individual learning experiences are important and recognised. Key staff know the children well and plan activities and learning experiences to support them in achieving their learning goals. The environment and available resources meet the children's needs and promote their focus on learning. Children make progress in all seven areas of learning.
• Children benefit from awe-inspiring events such as incubating chickens' eggs and watching the chicks hatch. Not only are children being part of their care, it allows children to experience a real wonder of nature and opens endless possibilities for conversations. As a result, children learn about growth and caring for others in the wider world.
• Staff support children's emotional and physical well-being. Children love the outdoor learning space where they can run and jump, dig in the sandpit for treasure or paint a picture of their choice. Children learn how to prepare themselves to dress appropriately for the weather each day. Children enjoy the responsibility of putting their toys away at tidy-up time and delight in the encouragement and praise staff give them. Children talk about feelings through stories and discussions and children have the chance to talk about themselves to others. As a result, children develop self-esteem, which motivates a positive attitude towards learning.
• The manager is extremely passionate about providing children with the best start to their early learning and development. The manager is supportive to the staff and is 'hands on' with the day-to-day running of the pre-school. She reflects on staff's teaching skills and supports them with any additional training they wish to undertake or that will enhance their practice.

What the setting must and should do next

The provider should:

• build upon already good teaching to consistently challenge children's critical thinking skills to support even more progress in all areas of learning
• monitor all children's understanding of what is expected of them and increase their engagement and independence in making choices and managing their personal needs.