Hanham Toddlers Preschool

What is it like to attend this early years setting?

Children access a varied curriculum, and staff plan well-thought-out activities that meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Children excitedly dance during their morning music and movement session. They listen attentively to instructions from staff on how to manoeuvre their bodies next, and they confidently practise their big physical movements. Children relish in the opportunities in the role-play area, 'the bakery'. They skilfully use their fine motor skills to squeeze small tubes of icing to decorate real cupcakes. Children independently dress themselves with aprons and bakers' hats, creating scenarios within their play. They take turns using the toy till and use pretend money to pay for their cakes, for example saying, 'That is 1,2,10 pennies,' showing their developing mathematical skills. Other children enjoy painting rainbows and experimenting with colour mixing, one saying, 'I want to make gold.' Staff ask, 'What colours do we need?', prompting children to use their critical thinking skills.

Staff are excellent role models. Children have formed positive relationships with staff who provide consistent routine and boundaries, providing an environment where children feel valued, safe and secure. Staff swiftly support children when taking turns and, through discussion, they help children to understand their emotions and those of others.

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

• Children make good progress through a well-designed curriculum. Staff use information gathered from initial home visits and observations to form secure starting points for children. Staff use this information, along with what they have learned from parents, to accurately identify children's next steps in learning.
• Staff use observation and assessment well. The manager closely monitors children's learning and development and, as a result, gaps are swiftly identified. The special educational needs coordinator (SENCo) works effectively in partnership with parents and other professionals, providing targeted support for children. This positively impacts their learning.
• Staff provide opportunities for children to enhance their communication skills. They introduce new vocabulary, such as 'dripping' and 'squeezing', when children excitedly use spray bottles to squirt paint onto large pieces of paper outside. Children enjoy action songs and remember simple rhymes during group times. However, at times, staff do not maintain children's engagement, and children become distracted and lose focus.
• Children who learn English as an additional language are supported well. Staff gather key words in children's home languages to support their communication, and they display these words to prompt discussion. Staff and children explore various cultures and festivals, providing children with knowledge about the world around them.
• Staff positively promote children's health and well-being. They work with parents to help children develop a good understanding of healthy eating and good nutrition. Children enjoy making healthy choices at the 'snack bar', as they independently use the cereal dispenser and pour their milk. Children wipe their own noses and attend to their toileting needs themselves. Staff are attentive to those who need support.
• The manager creates a positive community culture within the pre-school. She engages with the local community effectively. For example, the manager has established links with local schools to ensure children are ready for their next stage of learning and that transitions are smooth.
• Long-serving staff feel well supported and valued. The manager ensures they have regular supervision, and they review and evaluate their practice together. However, staff training is not always specific enough to children's individual needs, particularly those children with SEND, to provide them with more targeted support and interaction.
• Communication between staff and parents is consistent, and there are secure and trusting partnerships. Parents value the staff, and the level of support they receive is very good. They comment on regular information-sharing about their children's development and next steps in learning. Parents enjoy spending time with their children in the pre-school during 'stay and plays', and take part in community outings, such as local fetes.

What the setting must and should do next

The provider should:

• target staff training to focus more closely on the needs of individual children, in particular those with SEND, so they achieve the best possible outcomes
• manage the organisation of group times more effectively, to help children maintain focus and concentration during activities.