Great Bardfield Preschool

What is it like to attend this early years setting?

Staff deliver a highly responsive, child-led curriculum through 'in the moment' planning. They celebrate children's progress with displays of home and setting work, particularly mark making. This motivates children, strengthens fine motor development and gives them pride in their achievements. Whole-group projects, such as autumn displays, extend learning into the home, reinforce contributions and deepen children's sense of community.

Staff prioritise relationships and use strategies, such as the 'Colour Monster' and 'Worry Monster', to support emotional literacy. Children articulate their feelings confidently, feel understood and develop self-regulation skills. Staff are positive role models and set clear expectations for behaviour, which children follow with ease. Children respond promptly to staff's fun strategies, such as raising hands and wiggling fingers at tidy-up time. They listen carefully to instructions and clear away with minimal support, ensuring the environment remains organised for learning. Children develop a sense of responsibility and independence, reinforcing positive behaviour. Personalised name cards with photographs promote early reading. As staff remove photographs, children progress to recognising their names independently, preparing them for school. Staff manage transitions between routines with sensitivity. They guide children calmly from snack to activities, so children feel secure and ready to re-engage in play. Staff encourage children to wait for their turn when activities are busy, and children respond well, demonstrating patience, self-regulation and respect for others.

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

• Staff organise snack and mealtimes calmly and effectively. Children choose from a selection of fruit and confidently decide what they would like to eat. Staff use descriptive language, such as 'juicy' and 'crunchy,' which extends children's vocabulary and encourages them to explore new tastes. Children use their own water bottles, developing healthy hydration habits. However, staff do not provide opportunities for children to prepare, peel or cut fruit, which sometimes limits the development of their independence and self-help skills.
• At lunchtime, children count down together before opening their lunch boxes, promoting group identity and early mathematical skills. However, by removing wrappers for children, staff sometimes limit opportunities to develop independence and extend learning about healthy lifestyles.
• Children engage enthusiastically in activities. They test their ideas, problem solve, and persevere when challenges arise. Staff encourage children patiently, prompting them to 'have another go,' which builds resilience and determination. Children show pride and delight when they succeed, strengthening their confidence and sense of achievement.
• Leaders actively adjust attendance arrangements, allowing children to maintain regular contact with peers and staff. As a result, children do not miss valuable learning opportunities and demonstrate steady progress in their confidence and social development.
• Parents comment that children's confidence has improved significantly with previously shy children now mixing happily with peers. Staff provide nurturing support and implement highly effective settling-in procedures to ease children's anxieties and reassure parents. This sensitive practice strengthens children's emotional security and enables them to form positive attachments quickly.
• Leaders use training and professional development effectively to strengthen curriculum delivery. Staff access courses, appraisal tools and targeted programmes, such as those for maths. Staff implement strategies and resources learned through training, enabling children to experience well-planned activities that extend learning, build confidence and promote resilience.
• The provision maintains exceptionally robust safeguarding and health and safety practices that underpin a secure and nurturing environment for all children. Staff communicate effectively regarding children's whereabouts and needs, deploying themselves strategically to ensure supervision across the setting. Children explore, learn and socialise confidently in this supportive setting.
• Staff interact warmly with children and hold meaningful conversations about home life. Children feel confidence in expressing themselves. One-to-one support is particularly effective for new starters, who benefit from sensory play and reassurance during settling in. Staff explain routines clearly, helping children feel secure.
• Staff work closely with specialists. For example, they introduce tactile markers and adapt resources to ensure all children can access learning. This targeted support allows children to make significant progress from their starting points, preparing them for future transitions.

What the setting must and should do next

The provider should:

• plan more effectively for children to practise their independence and self-help skills, particularly at mealtimes.