Heytesbury Hedgehogs Pre School

What is it like to attend this early years setting?

Children are happy and settled. They are very motivated to learn and persist with activities they enjoy. Staff provide an exciting curriculum. Children learn to count, recognise numbers and shapes. For instance, older children collect items from around the room and learn about two-dimensional and three-dimensional shapes and the value of 'two' as they match beads to numbers. Staff act as positive role models to children. They listen when children talk and value what they say. Children articulate themselves well and most are confident communicators. Older children are beginning to recall letters and sounds. Children keep on trying during activities and are proud of their achievements. They show great excitement and say, 'I did it,' when they write numbers and letters in their names. Children remember what they learn. For example, when pretending to fly on an aeroplane at snack time, children recall where various fruits come from, such as bananas come from Costa Rica.

Staff consider children's starting points, current interests and what they know and can do. This enables them to plan a rich curriculum to support children in what they need to learn next. This contributes to the good progress children make. Staff have made adaptations to resources and procedures to keep children safe during the COVID-19 pandemic and explain these to children. Children develop a firm understanding of the importance of good hygiene. They follow clear handwashing routines when they arrive at the pre-school and at appropriate times throughout the session.

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

• The manager is reflective, and she continually monitors and evaluates the effectiveness of the pre-school. All children have access to a broad curriculum which considers children's individual needs. However, at times, activities planned for the older children are not adapted effectively to support younger children's understanding and stage of development.
• Children with special educational needs and/or disabilities have the support that they need to make the progress of which they are capable. For instance, staff work closely with other professionals, including staff at the local school, to implement targeted support to meet children's individual needs.
• Staff support children's independence skills well. Children take coats off themselves and know where to put toys when they tidy away. This helps children to develop the skills they need to move on to their next stage of learning.
• Partnerships with parents are effective. Staff share detailed information with parents about children's experiences and what skills their children are working towards. Parents are highly complimentary about the pre-school and comment that they appreciate staff's support and advice about how to extend their children's learning at home.
• Staff have high expectations of children and set clear boundaries for behaviour. They provide positive role models for children, who learn to share and take turns. As a result, children behave well and play well with their peers.
• Staff successfully support and develop children's physical skills and emotional well-being. Children regularly take part in mindfulness activities and play outdoors. For example, children learn to be active and engage in physical play, as they run, jump, leap in the playground and listen to calm music as they lay on the soft mats to gather their thoughts.
• Staff are kind, caring and respond well to children's individual needs. Staff get to know children well from the outset. This helps children to settle well and become familiar with the environment. Children are happy, confident and enjoy the time they spend at this welcoming pre-school.
• Children have good opportunities to learn about people and communities that are different from themselves. For example, they taste and learn about foods from different countries and enjoy a wide range of books which celebrate diversity.
• Staff provide children with small-group and whole-group activities that focus on reducing gaps in their learning of mathematics, communication and language. However, sometimes, younger children lose concentration and become impatient during group times, as these are sometimes too long, and they are eager to play with the activities on offer.
• The dedicated manager is inspirational. She places a high priority on the well-being of staff. They benefit from regular well-being and supervision meetings. The manager is committed to the professional development of her team. They have access to a good range of training and support to develop their practice.

What the setting must and should do next

The provider should:

• simplify activities for the youngest children to enable them to develop a deeper understanding of age-appropriate learning before trying more-challenging tasks
• review the organisation, and especially the length, of adult-led group times to ensure that younger children play a full and active part in all learning experiences provided.