Heathcot Pre-School Ltd

What is it like to attend this early years setting?

Children eagerly engage in exciting and varied self-initiated play. For example, children watch as cars go down a track. Without the need for adult interaction, they take turns, saying 'It's you next, then me'. Behaviour is very good. Excited children confidently tell staff they are looking for treasure as they recall a previous activity making treasure maps. This shows that children are developing good recall and memory skills. Managers and staff are ambitious for children's progress and build effective challenge into the curriculum. They ably use routines to develop key skills. For example, children use songs to learn the days of the week and months of the year. Older pre-school children confidently find the words 'Friday' and 'July' to add to the board. Children engage well in adult-led activities, building skills they will need for future learning and in readiness for school.

Children learn to play safely and are encouraged to consider other children. For example, children using a ribbon stick are gently reminded to use a space and consider each other's safety. Children listen well and respond to instructions.

The promotion of children's speech and emerging literacy is noticeably effective. Children, many of whom speak English as an additional language, speak confidently and clearly. They ask questions and talk about what they are doing with peers and staff. Writing materials are readily available and children use these well, for example, while making lists for a picnic. The language-rich environment supports children as they try to form letters. For instance, a pre-school child proudly wrote 'eggs' independently. Staff immediately acknowledged this success, building the child's self-esteem and confidence.

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

• The provision is good. Well-qualified managers and staff demonstrate a secure understanding of how children learn. They know the early years foundation stage areas of learning well and offer well-sequenced activities in most areas of the curriculum. These are especially evident in the areas of language, literacy, and personal and social development
• Mathematical opportunities are provided. For example, children throw a dice and recognise the number from the pattern of dots. They easily identify numbers one to 10 and count well. Occasionally, number activities are well within children's current knowledge and therefore do not challenge and stretch learning in this area.
• Children benefit from a regular routine and structured teaching in small groups. This is a particular strength of the provision and complements children's free play and exploration very effectively. Children feel secure because the sequence of events is familiar and enjoyable. This helps them to predict what will happen next and prepares them for school routines.
• Parent partnership is a strength. Parents are overwhelmingly happy with their children's progress at the setting. They give many examples of individual developments and value the support they receive in parenting and suggestions on how to continue children's learning at home. Parents comment that staff see each child as 'unique' and they are confident that their child's individual needs are met.
• Continuous professional development is highly promoted, with staff having dedicated time for training. The setting has invested in several tools and resources which staff are trained to deliver. The use of these resources is planned effectively so that learning is meaningful and meets individual children's targets. For example, resources are used to support the development of listening skills. Staff feel valued and motivation is evident.
• Partnership with other agencies, such as health visitors and speech and language teams, is strong. Children's individual needs are quickly identified and staff work with parents to make individual support plans. This use of these resources is planned effectively so learning is meaningful and meets targets. Referrals are made where needed. Funding accessed for children with special educational needs and/or disabilities (SEND) is used well, for example to fund additional staff. This means children, including those with SEND, make good progress.

What the setting must and should do next

The provider should:

• develop staff's knowledge in the area of mathematics so this is as strongly embedded as other areas of learning, to further enhance children's development.