HEDCA Preschool

What is it like to attend this early years setting?

Children come in happily and are warmly greeted by staff. They settle quickly and are keen to start playing. Children understand the rules and routines of the pre-school and follow these well. For example, they remember to put on aprons when playing in the water. Staff act as good role models which is reflected in children who are calm and behave well as they play with their peers. Staff encourage children to develop their independence skills through everyday routines, such as putting on their own waterproof coats and boots before going outside. Staff support children as they learn to manage self-care skills, such as washing their hands before snack. They consistently recognise and praise children for their efforts and achievements. This helps to develop children's self confidence and self esteem.

Staff encourage children to explore and be curious about the world around them. For example, children go bug hunting out in the garden. Staff extend this interest further and expand children's creative skills as they paint pictures of ants. Staff encourage children to freely express themselves and children excitedly show off their creations to each other.

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

• The curriculum is ambitious and builds upon what children know and can do. It focuses on children being confident learners with good communication skills in particular. Staff have high expectations of children and they make good progress in their learning and development.
• Staff have a clear understanding of children's backgrounds and they get to know children and their families very well. Staff use this knowledge to ensure they provide children with experiences to bridge any gaps in their knowledge. For example, staff provide children with the opportunity to plant and grow things, such as herbs.
• Leaders use additional funding well. They ensure that funding is used to meet the individualised needs of the children. For example, they have purchased additional resources based on children's interests to extend their experiences in other areas of the pre-school.
• Staff develop children's mathematical knowledge through play. For example, with support, children follow recipes in the mud kitchen as they count out the correct number of things, such as two cups of twigs for their 'twig tea'.
• Staff quickly assess and identify any gaps in children's development. They have a clear understanding of children's next steps and plan specific activities to develop this further. For example, children develop their listening and attention skills as they take part in a 'guess the sound' game. They excitedly shout out their guesses and are keen to see if they are right.
• Children with special educational needs and/or disabilities (SEND) are very well supported by staff. They work with families as a whole and provide support for all as needed. Staff are quick to act to ensure timely and appropriate interventions for each child. They work closely with other professionals to ensure children with SEND make good progress in their learning and development. Staff support parents in implementing strategies at home as well, such as using a visual timetable.
• Parents praise the pre-school staff and the warm welcome they receive. They know their key person and receive daily hand overs that include ideas for how to support children's learning further at home. Parents comment that staff 'go the extra mile' for them and their children. For example, leaders help parents with paperwork when needed.
• Leaders undertake supervision that is highly supportive of staff and their well-being and workload. However, it is not yet focused enough on training and coaching to enhance children's learning further. For example, on occasion, staff do not build as fully as possible on the most able children's learning, to further enhance their progress and development.
• Children develop their physical skills well and spend much of their time out in the garden. Staff build on children's understanding of how to manage risk as they build obstacle courses and enjoy balancing along them. Staff cheer on children and share in their delight when they successfully manage to navigate the course.

What the setting must and should do next

The provider should:

• strengthen training and coaching to support staff to consistently enhance their practice with particular regard to extending older and more able children's development.