Highfield Grange Pre-School

What is it like to attend this early years setting?

Children thrive at this pre-school, well supported by an exceptionally caring and committed team. Children are relaxed, confident and articulate. They chat happily with the staff and each other and are keen to show and tell the inspector what they are doing.

Outside, staff and children notice that a bird's nest in a nearby tree has blown away. The children discuss what might have happened to it and then decide to make a new nest. They work cooperatively to collect twigs and leaves and carefully weave together a nest on the floor. They then choose to write a notice saying 'Come to the nest', which they eagerly show to the inspector. This shows that the children are confident to lead their own play and are proud of their achievements.

Inside, the children use knives to slice and chop vegetables in a tray. Encouraged by staff, children determinedly continue sawing through a leek until they cut right through it. This demonstrates that the children are highly motivated and are prepared to continue to try hard even when something is difficult. Children try to cut a potato, which wobbles. Staff skilfully encourage them to think how they could make it less wobbly and easier to cut. This supports the development of children's critical thinking skills and encourages them to be independent.

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

• Pre-school leaders are ambitious for the setting and for the children's learning. They are reflective and constantly looking for ways to improve. Assessment is used effectively to identify children's next steps in learning and activities are carefully planned to support all children to make good progress.
• Staff report that they are well supported by pre-school leaders and that they love working with the whole pre-school team, the children and the families. They have regular appraisal meetings and opportunities to observe the teaching of colleagues. However, although leaders have a clear overview, they do not always address all the inconsistencies in practice among the staff team.
• Children behave very well. Staff are good role models and children are polite and well mannered. When children do have minor disagreements, for example, when working together on a construction activity, staff quickly intervene. They talk to children about how to solve disagreements and explain about their emotions.
• Children get plenty of fresh air in the large outdoor area. They enjoy playing chasing games with their friends, and climbing and sliding on the outdoor equipment. They use planks and blocks to make a trail and balance carefully as they walk along it. This supports them to develop their physical skills well.
• Children use giant coloured chalks to draw on the path and select paper, clipboards and pens from a trolley to write and draw outdoors. They look carefully at the shapes of the trees and the plants in the garden and copy them. This gives all children, especially those who prefer learning outdoors, additional opportunities to develop their early writing skills.
• Children enjoy a carefully planned trip to a nearby supermarket to buy a range of vegetables. Back at the pre-school, they use the vegetables to make a homemade soup. Children help to prepare the vegetables and are encouraged to taste the soup. After lunch, children and staff brush their teeth together. This teaches them to make healthy food choices and manage their personal care needs independently.
• Remembering the soup making activity from the previous day, children choose from a selection of real vegetables to make a pretend soup in the role-play area. They excitedly discuss a possible recipe with their friends, making suggestions, such as 'add a bit of milk' and 'now give it a mix'. This shows that children remember what they have been taught and how the curriculum is developing their imagination.
• Parents are highly complimentary about all the pre-school team. They report that their children are happy and settled and love going to pre-school. This demonstrates that children feel safe and secure. Parents say that they are well informed about their child's progress and enjoy the homework activities, which support them to continue learning with their child at home.

What the setting must and should do next

The provider should:

• develop the confidence and skills of the leadership team to support all staff to consistently implement the intended curriculum.