Hepworth Pre-School and Out of School Club

What is it like to attend this early years setting?

Staff greet children warmly at this nurturing and welcoming pre-school. They know children very well. Children are happy and settle quickly. They use the adults as a secure base from which they explore the environment. New children gain confidence to leave their familiar adult. Children are happy to see their friends. They rush to the door to greet them and give them a hug. Staff have high expectations of children's behaviour. They plan routines in which children feel safe and secure, and children begin to understand what is happening next. Staff praise children and encourage them to 'have a go', promoting positive attitudes to learning. Children are calm and engaged in their play. Their behaviour is good.

Staff plan effective opportunities for children to develop their physical skills, and children move around confidently. Children learn to climb the steps of the climbing frame, and staff teach children how to come back down the steps safely. Children prod and poke play dough and clay. They use tools to roll out the clay, persevering when this is difficult. Children make marks in sand with their fingers. They develop good hand-eye coordination and mark-making skills. They develop the skills they need for the next stage in their learning, such as good pencil control.

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

• Leaders and managers plan an effective key-person system. Staff form positive relationships with children. Children use the adults as a secure base and will often 'check in' with them for extra reassurance. Staff encourage and praise children. Children are confident to try new activities. They become confident in themselves and around other people. For example, children speak with the inspector and show her their toys, showing they feel safe and secure.
• Staff promote a love of reading. They read stories with children in small groups and with individual children. Staff speak clearly and read with enthusiasm. They use questioning to engage children. Children access books independently. Leaders and managers provide book bags for children to take books home to share with their families.
• Staff support children's communication and language development effectively. Lunchtime is a social time. Children help to set the table. Staff sit with children and talk with them about the foods they are eating. Children learn about healthy food choices and discuss what they like and dislike. Children develop their social skills. They learn to speak and listen to each other.
• Staff promote mathematical language very well. They use the language of shape and size during discussions with children. For example, they ask children if they have a big or small tractor. They use the word 'giant' when talking about size. Staff support children to count objects in books and count how many children there are at snack time. They challenge children's knowledge and help children to count beyond 20. Children use the language of number confidently.
• Staff plan suitable activities to support children's next steps. However, staff do not always support children to develop their critical thinking. Staff sometimes ask questions and only offer two answers. For example, they ask if the clay is smooth or lumpy. This can limit children's critical thinking and response.
• Staff support children with special educational needs and/or disabilities (SEND) extremely well. They seek information from professionals working with children with SEND. Staff have plans in place to ensure they can meet the needs of individual children. They attend meetings and liaise with agencies. Staff welcome families and children with SEND into the pre-school.
• Leaders and managers share information with parents through newsletters and an online app. Children enjoy coming to the nursery. They make good progress. Parents comment that staff are nurturing and supportive. They value the 'home-from-home' environment. Parents share that the pre-school is at the heart of the community.
• Children take part in a range of experiences. Leaders and managers use additional funding effectively to support children's developing needs. Children take part in yoga and movement sessions to promote their physical development. Staff and children learn Makaton signs. All children feel welcomed and included.
• Staff complete the progress check at age two. They share the information with parents and other settings. Leaders and managers are proactive in sharing information with other settings that children attend to support a shared approach to children's learning. They have good relationships with local schools. Children are ready for their move on to school.

What the setting must and should do next

The provider should:

• provide further opportunities for children to develop their critical thinking.