Highfield Pre-School

What is it like to attend this early years setting?

Children quickly develop a real love of learning at this extremely warm, welcoming and homely setting. They know what is coming next and this helps them to feel safe and secure. Children follow the setting's routines instinctively, embracing its values. For example, during morning `devotion time', staff and children enthusiastically sing together. Watching their enjoyment at this special time is a delight. Children feel a very strong sense of belonging and know they are valued. They are given choices so that they can decide what they would like to sing or read. Staff listen carefully to children, continually immersing them in meaningful conversation. They ask children open-ended questions and allow them the time they need to think and to respond. All children are becoming confident communicators, learning new and exciting words every day.

Staff teach an ambitious and sequential curriculum. Staff know children extremely well. Their accurate assessments of every child's starting points and understanding of what they already know and can do, enables them to skilfully plan and provide activities that continually extend children's learning and challenges their thinking. The curriculum is taught through themes. Staff weave different areas of learning together to great effect, igniting children's curiosity. For example, children learn about different materials as they explore paper through craft activities, recycling tasks and ripping and tearing paper. Children show high levels of engagement and benefit from quality interactions with staff. Children's knowledge and skills develop securely and rapidly,as a result.

Staff are excellent role models. They consistently demonstrate high expectations of children's behaviour. This, along with a culture of respect, kindness and a love of learning, means that children form very positive relationships, both with staff and their peers. Children's behaviour is exemplary.

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

• Leaders, managers and staff work closely together to ensure all children are able to make the best possible progress. They go above and beyond to ensure eligible children receive their entitlement to any additional funding. This is used very effectively to provide carefully planned and tailored support for individual children. In doing so, staff work closely with many early years professionals. This helps to ensure the skills and strategies they adopt have the desired impact on children's learning. Children make excellent progress towards their specific and individual targets as a result.
• Children are provided with plentiful opportunities and space to explore, be curious and develop their gross motor skills. For example, through imaginative play, children build roads and bridges together. They use a large sandpit to sieve and pour sand. During activities such as this, children take advantage of the many opportunities they have to climb, hang and swing on the outdoor equipment. They play cooperatively, are excited and fully immersed in their play and learning.
• Staff ensure that children develop good personal care habits and learn how to lead a healthy lifestyles. Daily routines, that are well taught and embedded, help to do this successfully. For example, children learn how to wash their hands properly. They eat healthy and nutritious lunches. Staff teach children the importance of staying hydrated and exercising to keep their bodies fit and healthy. Children are active and energetic during planned physical sessions, where they learn to negotiate space, jump with two feet and move their bodies in different ways.
• Partnerships with parents are extremely positive. Right from the outset, parents are kept well informed. An online welcome meeting, for example, enables them to find out what their children will learn and how they can support learning further at home. Parents speak very highly of the setting's warm and welcoming atmosphere. They appreciate that knowledgeable staff help their children to settle in quickly and build secure attachments. Through regular feedback and conversations, parents are kept fully up to date with their children's progress. Parents particularly appreciate the positive impact the setting has on their children's behaviour and language development.
• Staff's approach to teaching is highly child centered. They use every moment as a learning opportunity, always ensuring children are happy and having fun. Developing children's emotional well-being is a notable strength. Staff are highly inclusive. They continually celebrate and praise each child's individual achievements. This gives all children an immense sense of pride. Children consistently demonstrate positive attitudes towards learning and are very well prepared for the next stage of education as a result.
• Leaders and managers are dedicated professionals, passionate about the quality of care and education they provide. They share a wealth of experience and knowledge about child development. They continually reflect on and evaluate the quality of the setting's provision and impact on children's learning. They use their findings astutely to seek out and provide professional development opportunities that will enhance the quality of education and support children and their families even further.