Harrowbarrow And Metherell Pre-School

What is it like to attend this early years setting?

Children are keen to come to pre-school. Staff welcome them warmly, engaging them in activities that interest them so that all children, even those who struggle to leave their parents, settle quickly and easily. The close bond that the staff and children have is evident as they talk together and share jokes. Through conversation, staff support children to express and understand their emotions as a natural part of their play. For example, children talk about a baby lion being sad because he misses his mummy.

Staff use what they know about the children well to plan an ambitious curriculum so that children make good progress. They are skilled at using impromptu opportunities to further develop children's knowledge and understanding. They support children's curiosity and extend their learning, for example, when children find creatures outside and when they spot a lawnmower going past, helping them to gain knowledge of the world around them.

Staff have clear expectations of children's behaviour. They give children time to attempt to resolve conflicts themselves and encourage children to use words to resolve situations. Children independently use timers for taking turns on the bikes, which supports them in understanding rules and fairness. As a result, children behave well.

Staff promote a love of books, encouraging children to look after them correctly. Staff show them how to hold books and turn the pages. The children particularly enjoy number books, joining in with counting, which supports both their literacy and counting skills.

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

• The curriculum for children's language and communication skills is a key strength of this setting. Having identified the impact that the COVID-19 pandemic had on children's speaking skills, staff have given additional focus to this area of children's development. Staff role model how to speak well. They regularly introduce new vocabulary and encourage children to use correct pronunciation. They give children time to think about and respond to questions. Children who are learning how to speak English are well supported, as staff learn key words in their home language and support their understanding of English through the use of visual aids and sign language.
• Staff know the children well, as they regularly assess what they know and can do. This enables staff to swiftly identify where children may need extra help. They work closely with parents to ensure that additional support is provided for children with special educational needs and/or disabilities, and, as a result, these children make good progress.
• The leaders are passionate about providing high-quality care and education. They spend time reflecting on practice and identifying ways in which they can improve. For example, they have visited other settings to gain ideas, and they work closely with the on-site school to ensure smooth transitions when children start in the Reception class. This includes working with the Reception class teacher to consider how they can then best prepare children for school.
• The children are supported to learn about living things. There are pet guinea pigs and fish in the setting, and, previously, chickens that the children looked after from when they hatched from eggs. Children gain knowledge from their experiences with these animals, such as how to care for animals and about life cycles.
• Children have opportunities to practise fine motor skills, such as holding a pencil to attempt to write their names and scissors to cut out pictures. However, children are not always consistently supported to develop these skills. For instance, they are not always supported to hold scissors correctly.
• The setting is secure and staff are well deployed to supervise children and to meet their needs. Children learn how to assess risks and keep themselves safe. For example, they know how to avoid hazards while riding on the bikes.
• Children enjoy exercise and they understand the effect it has on their bodies. Staff talk with the children about their hearts beating faster, the impact on their breathing and how exercise keeps our bodies healthy. Staff promote healthy eating and they support parents to learn about healthy options and portion sizes. This encourages children to have healthy eating habits from a young age.

What the setting must and should do next

The provider should:

• provide consistent support for children to develop their fine motor skills.