Harting Village Preschool Group

What is it like to attend this early years setting?

Children eagerly enter the pre-school. They confidently say goodbye to their parents and carers at the door, keen to explore everything that staff provide for them. For example, children thoroughly enjoy exploring the resources that they have collected on a recent nature walk, adding them to dough. Staff support children well to recall the walk, encouraging them to talk about what they saw. Children are motivated to play and excited to join in with lively discussions.

Staff understand how children learn. This helps them to provide children with many opportunities that support their learning. For instance, younger children enjoy song times, while older children listen to more-complex stories. Staff know the children well. This helps them to find resources that engage children in their play. Staff listen to what children say and respect their answers. For example, staff will wait to change children's nappies if they say 'no' to being changed. Children show that they feel secure and happy in the staff's care.

Children learn to play cooperatively with others. Staff help children learn to negotiate and take turns, such as by all travelling in the same direction as they balance along beams. Children develop many skills to support them to move on to the next stage in their education.

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

• Leaders plan a well-thought-out curriculum for children. They have clear aims and goals for all children to achieve. For instance, there is a strong focus on encouraging children to be independent. Staff support children to make choices, help wash up their used plates and cups, and manage their self-care. They are confident and show pride in their achievements, exclaiming 'I did it'.
• Older children are very kind towards the younger children. They are positive role models who help younger children to learn the daily routine and expectations. For example, older children show younger children how to use their 'walking feet'. Staff offer children plenty of warm praise, supporting their self-esteem well.
• Staff are positive role models for children's developing speech. They repeat back words that children say, and help them to learn and understand the meaning of new words. For instance, staff teach children the difference between wizards and witches. Children listen attentively to stories, eagerly requesting their favourite ones. Younger children snuggle into staff as they settle down to share books. Staff encourage children to be regular readers and develop a love of books.
• Children with special educational needs and/or disabilities (SEND) generally have good support from staff. Staff put plans in place to help children develop their learning. Children with SEND make progress. However, staff are not consistent in using recommended strategies to support children's learning. For instance, staff do not use sign language consistently to support children's communication and understanding.
• Children enjoy plenty of uninterrupted time to play and learn. They move freely between the indoor and outdoor learning environments. Staff help children learn the expectations they have for them, such as to wear boots outdoors. They listen to instructions, such as to help tidy up. Children show positive attitudes and behave well.
• Generally, teaching is good. Staff deploy themselves effectively to support children's learning and provide positive interactions. However, not all staff use these interactions to develop children's play. They comment on what children do, but do not consider how to build on children's learning.
• Leaders make effective use of additional funding. For example, they provide physical activity sessions for children to help promote their listening and attention. This helps all children to have the same opportunities to develop their skills in an engaging way with their friends.
• Staff build strong links with parents and external professionals who are involved in children's care. This helps to ensure high levels for continuity for children. Close links with the local school are firmly established. Parents comment very positively on the smooth transitions that children have when they move on to school.
• Leaders encourage staff to build on their skills. For instance, they support staff to attend training. Staff share their new knowledge with others, and, as a team, they develop new ideas to benefit children. For example, staff have built on their knowledge of how to support children's early mathematical skills. Leaders have effective systems in place to monitor staff practice and quality. Staff report that they feel supported by leaders.

What the setting must and should do next

The provider should:

• support staff to use recommended communication strategies more consistently for children with special educational needs and/or disabilities to help them make better progress
• develop staff's knowledge of how to identify and use opportunities to challenge and extend children's learning as they play.