Herstmonceux Preschool

What is it like to attend this early years setting?

Children thoroughly enjoy themselves at this well-run pre-school. They arrive with excitement and greet staff enthusiastically. Staff are kind, nurturing and attentive. They form very positive, trusting relationships with the children. Children demonstrate how happy and secure they feel. They know that staff will comfort them when they need it, and children who need help in settling are supported well. Familiar staff are on hand to greet them when they arrive and help them settle into activities quickly.

Children confidently explore the activities that have been carefully chosen for them, and quickly become independent in making choices. Staff value every child and family, and enable all children to feel included and welcome. Children behave well, as staff plan for their personal needs well. Older children learn how to be kind and courteous to their younger friends. Staff gently role model how to share, take turns and play together happily. The relationships between all children are good. Any rare minor disagreements are managed sensitively.

Children develop excitement for learning and a real curiosity to find out more and deepen their knowledge. They ask questions and show deep levels of interest. Staff are creative in their teaching and capture children's imagination. They skilfully play alongside children and guide their learning. For instance, staff introduce new words as they play alongside children in the role-play dentist's surgery. Children learn to use words, such as 'appointment' in the correct context. Through play, children deepen their understanding of the importance of brushing teeth to stay healthy.

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

• Leaders demonstrate high expectations of themselves, the staff team and all children. They continually reflect on practice and consistently identify how to develop practice further. Staff work well together as a team. The organisation of sessions is good and staff are very responsive to what all children need. Activities are planned with purpose and clear learning intentions. This enables every child, including those with special educational needs and/or disabilities, to make good progress from their individual starting points.
• The quality of teaching is good. Staff have specialist teaching experience and offer children opportunities to take safe risks, understand boundaries and to follow instructions. For example, children clearly know where it is safe for them to explore in the forest area. They handle tools such as hammers safely and competently, as staff have taught them how to do this. Children persevere with more challenging tasks and demonstrate a determination to succeed. Staff are on hand to offer support and reassurance and children develop a very positive 'can-do' attitude.
• The curriculum is appropriately sequenced to allow children to develop a range of skills and knowledge. Good emphasis is placed on promoting children's emotional resilience. Staff offer a kind, sensitive approach, when helping children to understand and manage their emotions. Staff are on hand to talk about how children are feeling. This settles children quickly and enables them to join their friends again when they choose.
• Staff plan activities well to help children develop a good awareness of the community where they live. For example, children regularly socialise with the older people who attend other events within the village hall. They learn about Remembrance Day by looking at the poppies at the war memorial and celebrate historic events, such as Victory in Europe day. Staff often take children to the village market to buy foods to bring back to pre-school to eat at snack time. These experiences help to broaden children's understanding of the wider world and learn about the needs of others.
• There is good provision in place to help children become ready for starting school. Staff talk to children about simple school routines and children learn how to complete tasks independently, such as putting their coats and shoes on by themselves. Children become familiar with the village school's uniform as they practise putting this on and taking it off during role-play activities. Although leaders have attempted to form links with the village school, important information about children's individual learning needs is not always clearly communicated and shared to support children's transfer to school.
• Staff support children's health and safety well within the pre-school. Good provision is in place to teach children about healthy eating, oral hygiene and recognising potential dangers, such as in the forest area.

What the setting must and should do next

The provider should:

• strengthen the links with schools and other settings children transfer to, so that relevant information about children's learning is appropriately shared.