Grafton Pre-school

What is it like to attend this early years setting?

Children are warmly welcomed into this nurturing setting, and staff are skilled at settling children and forming attachments. Staff have positive relationships with children and ensure that they feel safe and secure so they are ready to learn. Children are happy and excited to come to this organised and carefully planned environment.

Staff are engaging and read stories in interactive ways to support children's love of reading. Children demonstrate good attitudes towards learning. They listen attentively to stories and join in with repeated phrases. Staff are excellent role models and have high expectations of children's behaviour. They encourage them to take turns, using a timer and remind them to speak to each other respectfully. Staff know the children well and plan experiences based on their interests. They plan how they will improve the provision to meet children's needs and are continually reflecting on the effectiveness of the learning environment.

Staff prioritise children's language development and ensure that they speak clearly and use a variety of strategies, such as repeating words and introducing new vocabulary, This means all children, including those who speak English as an additional language, make good progress. Staff track children's development and plan for what they need to learn next.

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

• The outdoor learning and garden space is a strength of the setting. Children have plenty of opportunities to explore outdoors and are engaged and independent in their play. In the mark-making shed, children select a variety of resources to practise their early writing skills. They enjoy making vertical marks on an easel with their friends.
• Children are motivated to learn, maintain attention and are curious. They hunt for bugs and use reference books to find out more. Children explore their surroundings and are interested in looking through coloured lenses, talking about their ideas and what they have discovered.
• Children have well-developed motor skills and use the climbing frame confidently. They balance on stepping stones and have opportunities in large spaces to practise ball skills and use bikes and scooters. They strengthen their fine motor skills during play dough and threading activities.
• Independence is a priority and is fostered well. Children are consistently encouraged to do things for themselves. They practise making their own toast at snack time, spreading butter and cutting it into pieces. Children make lots of choices throughout the day, and the praise and encouragement from staff means they persevere.
• Children are confident communicators and are able to express themselves. They have their own ideas and play cooperatively with their friends; they build towers and make a plan of how to build a house for a caterpillar. Children initiate conversation with peers and practise new words and vocabulary through songs and stories.
• All children are making good progress and staff are narrowing the gaps in their learning. They do this through quality interactions and observations. Staff support children's mathematical understanding throughout all activities. In their play, children count how many bricks they have used or how many buttons they have threaded.
• Children have a good understanding of healthy lifestyles, and staff encourage variety for children's packed lunches. Staff promote oral hygiene. They ask children about their experiences at the dentist and highlight the importance of this to parents. They talk about healthy eating, the importance of exercise and keeping safe.
• Staff work closely with outside agencies to ensure that children with special educational needs and/or disabilities get additional support. They identify where children may be falling behind and, following visits from other professionals, staff are able to put effective strategies in place to support children's development and language.
• Parents speak highly of this pre-school. They are pleased with the way they are supported and the communication they receive about their children's learning and development through photos, messages and daily feedback. Parents feel welcomed and part of the family at this homely setting.
• Leaders and managers are dedicated to improving outcomes for children and are very reflective about their setting. They recognise improvements to make and take swift action to put things in place. They have a strong team ethos and work together to decide what they want children to learn. However, staff could plan an even more ambitious curriculum to enhance children's experiences even further.

What the setting must and should do next

The provider should:

• enhance staff's knowledge so they are able to plan and provide more ambitious and exciting learning opportunities, which will broaden children's experiences even further.