Haxey Pre-School

What is it like to attend this early years setting?

Children are happy and safe in this inviting and stimulating setting. Children have made good attachments with staff, who know them very well. This results in children quickly settling in and becoming engaged in the wide range of resources and play activities that are available, both inside and outdoors. Children show a positive attitude to learning. They are provided with enjoyable and valuable play and learning experiences, which they can explore and investigate freely. For example, while outside, children get fresh air and learn about the world around them as they play in the large soil and mud area. Staff support children to make friendships as they help them to take turns and share the resources. Children develop mathematical skills as staff encourage them to count how many scoops of soil they need to make pretend pancakes. They are able to develop their physical skills as they carry the buckets and use their whole bodies to dig and push the soil.

Staff are enthusiastic and join in with children as they play. They help children extend their learning and have a strong focus on supporting them to develop their communication and language development. For example, staff talk about what children are doing, give children time to respond and ask appropriate questions. This also helps to extend children's critical-thinking and problem-solving skills.

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

• Staff know children very well, including those with special educational needs and/or disabilities (SEND). For example, staff have a good understanding of what each child can currently do well. They use observations and children's interests to help them to develop and embed their skills and knowledge further.
• Overall, the curriculum for children is ambitious and challenging. Children enjoy playing with the exciting activities on offer and are developing skills across all areas of their learning and development. However, some children do not fully benefit from planned group activities, as staff do not take account of children's varying abilities when delivering these experiences. For example, during calendar time, the activity is developmentally too advanced for younger children and children with SEND. This results in these children struggling to remain focused, as they begin to fidget and lose interest.
• Staff help children to develop their independence. For example, children are encouraged to put on their own shoes and to choose their own snacks and drinks. Staff are also good role models for children, encouraging them to be respectful to each other. For example, staff seek permission before applying sun cream and show children how to be kind and considerate to each other. As a result, children's behaviour is good and they are developing their self-esteem and confidence in social situations.
• Children are starting to learn about keeping themselves healthy and safe in some areas. For example, when applying sun cream to children, staff explain how it helps to protect them from getting sunburned. This helps children to understand why sun safety is important. Children also learn about oral hygiene in a fun and relevant way. For example, children practise brushing and cleaning pretend teeth. Staff help them develop new language skills by introducing new words, such as 'germs', and they encourage children to listen closely and follow instructions. However, staff have not yet fully considered how they can support children's knowledge and skills around internet safety.
• Parents are very happy with the care and education their children receive and they speak highly of the setting and staff team. They feel welcomed and involved in their children's learning through discussions with staff at pick-up times and via the use of an online application. Parents enjoy attending the stay- and-play sessions the setting provides. They also report that they are pleased with the introduction of library visits, as children can choose from a wide selection of books to bring home.
• The leadership and management team works closely together and has a good understanding of its roles and responsibilities, including the committee members. Staff are valued and are acknowledged as a key strength by management. The manager supports staff with their professional development. She uses peer observations, regular supervisions and appraisals to help staff reflect on their practice in order to further improve.

What the setting must and should do next

The provider should:

• support all children to gain an effective understanding of when they may be at risk when using the internet and digital technology
• clarify how staff consistently take account of children's varying abilities during planned group-time activities so that all children are encouraged to remain focused and to listen.