Herlington Pre-School

What is it like to attend this early years setting?

Staff know children well and take great care in making sure they feel secure and contented at the pre-school. This is especially evident as staff carefully observe those returning after a long break and frequently check to make sure children are happy. Children develop strong, trusting bonds with staff. They enjoy the stimulating environment that staff provide and are keen, inquisitive learners who spend their time engrossed in play. Children enjoy being outside where they can explore freely and have fun in the fresh air. Staff spend much of their time playing alongside children, which helps build children's concentration as they develop. Staff take every opportunity to prompt children's inquisitiveness and allow them to investigate their surroundings. For example, staff show children how to make marks and write in the frost.

Staff have good daily routines in place to teach children about personal hygiene and give them guidance about keeping safe and warm in the very cold weather. Staff are positive role models and teach children good manners. Children generally play happily together and are kind to one another. Occasionally, where support is needed, staff intervene quickly and sensitively to help children resolve any minor disagreements.

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

• Managers have a clear vision for the pre-school and reflect accurately on their strengths and areas where they wish to improve. Together with the staff team, they plan what children need to learn considering what each child already knows and can do. Currently, children's communication development is a priority for which daily sessions are incorporated into children's activities. This helps to boost their confidence in speaking. Due to staff's diligence, most children are progressing well and beginning to express themselves successfully.
• Children with special educational needs and/or disabilities are supported very well. Staff collaborate successfully with outside professionals and parents to ensure that children are happy and make progress. Additional funding is used effectively to support their work, and children thrive with the caring staff team.
• Staff provide children with a stimulating environment where they have plenty of toys to interest them. They freely choose what they want to do and happily play with friends or alone. In addition, staff plan small-group activities that are based on children's interests and a topic or storybook that children enjoy. However, on occasions, staff are not clear or focused enough on what they want children to learn by taking part.
• Parents offer very positive feedback about their children's experiences at the pre-school. They say they are well informed of children's activities and development. Parents readily acknowledge how children's confidence has grown since starting and how their children have 'come on in leaps and bounds'. It is also acknowledged that staff readily offer support and guidance for parents, especially when dealing with challenges for the first time. Parents say they feel listened to.
• Babies and the youngest children are generally well settled and happy. Staff are attentive to baby's needs and recognise when they are not feeling at their best or a little unsure. Mealtimes provide plenty of opportunities for staff to support babies independence and give them time to learn to feed themselves. Interactions between babies and staff are delightful, giving the youngest children lots of chances to begin to babble and talk. Staff have a good knowledge of how to keep babies safe as they sleep and have good hygiene practices in place during their personal care routines.
• Older children are creative and like to develop their own ideas. They show perseverance as they try to remove lids from the glue sticks and fasten two tubes together. Staff support children well as they discuss how best to carry out their task and, as a result, children find solutions independently.
• Staff support children's mathematical skills well. They model counting with children and describe shapes as they play. Children demonstrate their knowledge as they describe playthings as being 'bigger' and 'taller' and hold up the correct number of fingers to indicate the number four.

What the setting must and should do next

The provider should:

• support staff to identify more precisely the skills and knowledge they want children to learn, especially during focused group activities.