Happy Hedgehogs Pre-School

What is it like to attend this early years setting?

Children arrive at pre-school happy and eager to enter. They are dropped off and collected from friendly staff at the door or gate to their pre-school room. Children respond well to this. They part from their parents with ease. Children are excited to see staff and their friends. Children quickly find an activity that they want to join and settle well. They show that they feel safe in this pre-school as they move around with confidence. Children enjoy group time. They sing songs and learn about the days of the week, the seasons and the weather. This helps children to decide themselves what they need to wear when they go outside to play. Children can find their own coats and put these on themselves.

Leaders have put measures in place to reduce the spread of infection in response to the COVID-19 pandemic. Children learn good hygiene practices. They wash their hands regularly throughout the day. Children enjoy sitting with their friends at the table to eat their lunch. They learn about what makes a nutritious lunch box and how to keep their teeth healthy through their food choices. Staff have high expectations for children's learning. Therefore, children are ready for their next stage in learning.

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

• Leaders have a clear idea of what they want children to learn next. Staff know the children well. They plan activities that build on what children already know and can do. Staff are always close by to support children. They plan learning opportunities that capture children's interest. For example, children have great fun filling and emptying different containers with water and sand. This supports them to develop their mathematical skills.
• Leaders have identified gaps in some children's learning due to the COVID-19 pandemic. Children and staff now use communication-friendly spaces within the pre-school. Staff plan 'communication and social' sessions for small groups of children to help close these gaps. However, the noise level in the main pre-school rooms becomes very loud at times. Consequently, some staff and children struggle to hear each other. This hinders children's ability to consistently develop their listening skills to the highest level.
• Staff support children to understand when there is a change in the routine, for example at tidy-up time. However, staff do not always encourage children to tidy up after themselves and often do this for them. Consequently, children do not consistently learn to take care of their pre-school environment or take responsibility for the resources.
• Staff support children to share and take turns with the use of sand timers. However, staff do not consistently support children to identify their emotions, the feelings of others and how to regulate their own behaviour. Therefore, some children struggle to manage conflicts.
• Children make choices in their play. They learn about and celebrate what makes them unique. Staff support children to learn about other cultures, faiths and beliefs. This helps children understand the world around them and prepares them for life in modern Britain.
• Children learn some of the different ways to live healthy lifestyles. For example, they have lots of opportunities to play outside. They get regular fresh air and exercise. Children develop friendships as they play games using the road signs displayed on the gates. They learn how to control bikes by practising how to stop and start. This supports children's physical development.
• Leaders support staff well. Staff have completed the early years professional development programme to enable them to support children's individual needs even more. Leaders have good relationships with other professionals. They support children with special educational needs and/or disabilities well. Leaders use additional funding effectively. Therefore, all children in this pre-school are making good progress.
• Parents speak highly of this pre-school. They are happy with the communication that they receive about their children's time in pre-school. Parents feel confident to continue children's learning at home due to the guidance staff give them. This supports continuity in children's learning.

What the setting must and should do next

The provider should:

• provide children with greater opportunities to develop their listening skills and promote more quality interactions between children and staff
• enable children to follow rules and routines more independently so they learn to take responsibility for themselves and their environment
• adapt the curriculum to help children better understand their feelings and those of others, to regulate their own behaviour and manage conflicts.