Hall Lane Pre-School

What is it like to attend this early years setting?

Children have strong relationships with nurturing staff at this warm and welcoming pre-school. They arrive happily and say 'goodbye' to their parents confidently, before going inside to find out what activities are on offer. Children understand the routines of the day well and are very independent. They hang their coats on their pegs and put their lunch boxes on the trolley. Staff support children who speak English as an additional language by using a photo book to help them understand what to do.

Children's behaviour is good. They use manners, saying 'please' and 'thank you' without being prompted. When minor disagreements occur, staff swiftly intervene to support the children. For example, when children take their friend's toy pushchair, staff model to children how to ask to have a turn.

Children benefit from a well-planned curriculum that helps them to meet the next stages in their learning. Staff plan activities that interest children, following observations or discussions with their parents. For example, children are fascinated by a tree surgeon chopping down a tree. Staff introduce role play activities for children. Children engage for sustained periods, pretending to chop down trees with a toy chainsaw.

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

• Staff find out all about children before they start at the pre-school. They use this information to broaden the experiences children have. Staff recognise that some children do not have opportunities to learn outdoors. They take children on nature walks in the local area to look for different natural objects, such as leaves. Back at the pre-school, children enjoy making a nature collage with what they have found.
• Children have many opportunities to develop their speaking and listening skills. They explain to visitors to the pre-school how they have to have 'listening ears' so they can hear what other children and adults say. Children benefit from a language-rich environment. Staff skilfully introduce new words to them. For example, when they use creative materials, staff describe feathers as 'fluffy' and 'soft'. Children gradually begin to use these words themselves.
• Staff provide children with opportunities to develop their understanding of living a healthy lifestyle. They talk to children about the importance of using a tissue to wipe their noses and remind children to sanitise their hands with gel afterwards. Children have opportunities to be energetic and explore the outdoors in the pre-school garden or the local community. Staff provide children with healthy snacks such as breadsticks and raisins. However, they do not consistently support children to understand what foods are healthy or unhealthy.
• Parents are overwhelmingly positive about the care the staff provide. They feel fully informed about their children's learning and development. Parents look forward to the regular craft sessions the pre-school holds, where they can join in with their children. They comment that the experienced staff help them feel 'at ease' with leaving their children there. Many parents have recommended the pre-school to others.
• Staff support children to develop a love of reading. They read to children throughout the day. Children access a wide range of books, including those that introduce them to different cultures and diversities. Staff interact with children and encourage them to retell stories such as 'The Three Little Pigs'. Children giggle as staff change their voices for the Big Bad Wolf.
• Since their last inspection, staff have accessed a range of training to develop their skills. They are reflective and recognise what is working well within the pre-school. Staff identify what could be improved further. They have recently attended training on how to support children's mathematical development. Staff now include mathematical activities in more areas of the learning environment. However, at times, staff do not build on children's interest in numbers. For example, when children notice the numbers one and zero written on an activity card, staff do not consistently support them to recognise this is the number 10.

What the setting must and should do next

The provider should:

• promote discussion with children about healthy foods, to develop their understanding of healthy lifestyles
• support staff to develop their understanding of how to extend children's mathematical knowledge and skills even further.