Hand In Hand Preschool (Oak Centre)

What is it like to attend this early years setting?

Children are happy as they arrive at pre-school. They quickly settle in and choose from the range of activities provided. Children behave well. They follow instructions when staff ask them to line up to go outside. Staff model how to use their manners as they say thank you to children who make food for them in the play kitchen. Children learn to keep themselves safe as staff teach them why it is important to hold scissors correctly. Children laugh and giggle as they enjoy popping bubbles with their friends. They ask staff for more.

Children make good progress from their starting points. They are becoming confident communicators. Staff ask children open-ended questions and give them time to think about their answers. Children participate in daily song time which helps them to learn new vocabulary. They enjoy copying the actions that staff make and learning about different animals. Children learn to think critically as staff teach them how to twist and turn puzzle pieces to fit them on to a board. Older children are beginning to understand more complex concepts as staff teach them which surfaces are magnetic. They enjoy building shapes from magnetic tiles and then sticking these to the fence outdoors.

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

• Children benefit from small group sessions where staff focus on developing their communication and language skills through activities, such as reading stories and learning the names of different body parts. Staff teach children how each body part moves and where to locate it on their body. Children enjoy these sessions and repeat lots of the words that staff teach them. However, some children struggle to focus and join in for the whole session because of other distractions around them.
• Children with special educational needs and/or disabilities (SEND) are very well supported. Leaders create targeted learning plans for these children, which all staff follow. Staff work closely with external professionals to seek further advice and support for children with SEND. They also share information with other settings that children attend, as well as frequently sharing information with parents to support children's learning at home. As a result, children with SEND make excellent progress from their starting points. Staff continually build on what children already know and are able to do.
• Children who speak English as an additional language are well supported. Staff use a range of communication aids to help children's communication and language skills. All staff consistently use Makaton sign language to support their spoken language. They use clear and simple vocabulary which is easy for children to understand. Staff use visual timetables to help children to understand and follow the daily routine. Furthermore, when children first attend the setting, staff gather key words from parents in their home language to help children to settle in. Staff gather information from parents about the progress their children are making in their home language.
• Children are learning to become independent. Staff teach them to pour their own drinks at snack time. Children help themselves to the fruits and vegetables provided. Some children are beginning to use the toilet and independently manage some of their self-care needs. However, staff do not always remind children about the importance of good hand hygiene. As a result, older children attempt to blow their nose by themselves, but do not wash their hands afterwards.
• Staff support children with their physical development. They teach them how to balance on stepping stones outdoors. Staff teach children how to use chalk to make marks on a blackboard. Children develop their small-muscle skills as staff teach them how to use different tools with play dough. Older children learn to use scissors. Staff explain clearly where to put their fingers and how to make a snipping action.
• Leaders ensure they have a clear oversight of the pre-school. They support staff with their well-being and provide regular supervisions. Leaders closely monitor information about children's progress to ensure that no child is at risk of falling behind in their development.

What the setting must and should do next

The provider should:

• improve the organisation of focused group time to take into account how well children can concentrate and fully participate
• support children to become more independent with their self-care skills, and teach them the importance of washing their hands, for example, after blowing their nose.