Heysham Youths Community Centre Pre-School

What is it like to attend this early years setting?

This nursery places children's needs first and foremost. Staff work hard to identify and support every child's unique needs. They understand the needs of all children and are particularly skilled in supporting new children to settle. Staff are positive role models, encourage children and offer a reassuring hug if they are a little unsettled. They have high expectations for all children, carefully consider their emotional well-being and promote positive behaviour. Children are extremely pleased with themselves if they get their name on the 'good behaviour' tree. They proudly tell everyone, 'I got a leaf!' This strategy helps children to develop high levels of self-esteem and feel proud of their achievements.

Staff offer a wide range of opportunities that children may not have experienced at home. For example, they learn about reptiles from an outside visitor and enjoy magic shows and dance sessions. The curriculum is sequenced. Children enjoy making marks with a brush and water on a blackboard, then they attempt to draw faces using chalks on the floor. This progresses to older children holding a pencil and attempting to write their name. Staff encourage children to be active and inquisitive learners. As a result, all children make good progress and are well prepared for their move to school.

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

• The curriculum supports children to develop in all areas of learning. Staff encourage children to be independent and explore through their play. For example, younger children delight in finding items hidden in sand, which promotes their curiosity and language skills. However, opportunities for children to build their mathematical knowledge as they play are less well established. This means that children have less opportunity to build their knowledge on mathematical concepts as they play.
• Communication and language are promoted well throughout the setting. Children enjoy rhymes, singing and stories during the day. Staff are skilful in asking children questions to support their communication skills. Children enjoy going on a bug hunt, and staff introduce new vocabulary such as 'antennae' and 'habitat'. This helps children to extend their knowledge and use vocabulary in context.
• The provision for children with special educational needs and/or disabilities is a key strength of the setting. Staff complete observations and identify children's needs through consistent and high-quality assessments. Staff work closely with parents and are proactive in working with wider professionals to support children's needs. Any funding that children receive is spent well and has a positive impact on outcomes for children. As a result, all children make good progress.
• Staff support children to learn about the world. Children explore special days from different faiths throughout the year. For example, they learn about Eid from the Muslim faith and Easter from the Christian faith. This helps them to understand similarities and differences between people and communities.
• Children are beginning to understand the importance of healthy lifestyles. They demonstrate that they understand they must apply sun cream in warm weather. Children enjoy tending to vegetables and fruit that they grow in an allotment area. They observe chicks hatching from eggs in an incubator. This supports children's understanding of the natural world and where our food comes from.
• Partnerships with parents are good. The setting shares lots of information about children's development and invites parents to be part of processes of assessment. Parents share that staff help them to 'feel like you are in a family' and that 'staff put their heart and soul into caring for children'. However, there are some inconsistencies in the way that home learning is promoted. This does not always support children's learning between the setting and home.
• Partnerships with other professionals are well established. Staff invite teachers into the setting to learn about children's needs as children transition to school. Staff work closely with health professionals, educational advisors and professionals from social services. The setting is proactive in making contact with a wide range of professionals to the benefit of children's health, learning and development.
• Leadership and management are very good. Staff work very closely together as a collaborative team. They are supported through inductions, supervision and staff meetings. Training is targeted to develop staff knowledge and skills. Staff share that they feel very well supported by leaders and that their well-being is always considered. This close team working ensures that staff share the same vision and expectations for children.

What the setting must and should do next

The provider should:

• strengthen the curriculum for mathematics, so that children have the opportunity to consistently explore mathematical concepts as they play
• extend the ways that home learning is promoted, so that all children consistently benefit from shared learning between home and pre-school.