Holbrook and District Pre-school Playgroup

What is it like to attend this early years setting?

There has been a recent and rapid change in the management of the setting. However, despite this transition, the setting demonstrates a strong commitment to maintaining stability and ensuring the well-being of the children in its care. Staff have adapted to the changes effectively, focusing on providing consistency and support for the children during this period.

On arrival, children enter the setting confidently, readily separating from their parents at the door. They clearly understand the familiar routines, such as independently placing their water bottles at the hydration station. When they hear a familiar song, children recognise this as the start of group time, where each child is welcomed by name. These consistent routines help children feel secure and support their sense of belonging within the setting. As a result, children settle quickly, understand what is expected of them and show positive behaviour, cooperating well with staff and peers.

Staff demonstrate a clear understanding of individual children and use this knowledge to inform curriculum planning. For example, children take part in a variety of creative activities that are linked to a sea creature theme, such as using cloud dough to make model turtles and exploring different painting tools to create patterns on turtle shells. These activities reflect children's interests and contribute to their development.

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

• Despite recent changes in staffing, children benefit from trusting relationships that promote emotional security and consistent care. However, while staff plan a broad curriculum, they have not fully considered how to provide sufficient challenge for the most able children to build on their existing knowledge and deepen their learning. As a result, some children occasionally disengage from learning and wander around.
• Staff understand how to support children with gaps in their learning. For example, they use repetition and simple phrases during activities to help children hear and understand clear speech. However, some staff have not yet received targeted training to develop the skills and knowledge that are required to monitor and assess children's progress accurately. Consequently, not all children are making the best possible progress.
• Children develop a positive sense of self. They receive plenty of praise and encouragement from staff during the day. At circle time, staff ask children to remember and recall affirmations such as, 'I am kind,' 'I am appreciated' and 'I am unique.' This helps build their confidence, supports their emotional well-being, and encourages a positive view of themselves in a caring and inclusive environment.
• Children are consistently supported in staying safe and healthy through clear and proactive guidance from staff. They are regularly reminded of the setting's rules. They are given specific instructions on using equipment safely, such as holding scissors or knives when walking around or preparing fruit at snack time. Staff promote healthy habits by encouraging children to drink water and reapply sun cream while explaining the reasons behind these routines to help children understand their importance.
• Children enjoy regular time outdoors, where staff encourage them to explore the natural environment and develop their physical skills. For example, they encourage children to lift logs to discover insects. Children delight in finding millipedes and talk to staff about how many legs they have. Children develop strength and coordination while moving around on the ride-on wheeled toys. Other children spend time with staff digging in the sand. Inside, children start to build on their fine motor skills as they use pipettes to move around coloured water between containers.
• Partnerships with parents are strong, and they are supported by clear and consistent communication. Staff keep parents well informed, including updates on staffing and changes within the setting. Flexible routines support children's emotional well-being, particularly those who may feel anxious, helping them settle at their own pace. Parents speak positively about their children's experiences and note that learning is often continued at home, such as children recreating circle time with their teddy bears.

What the setting must and should do next

The provider should:

• consider how to ensure that the curriculum consistently offers enough challenge for the most able children, so it builds on what they already know and can do
• ensure that staff receive timely and targeted training to develop the skills and knowledge that are needed to monitor and assess children's progress accurately.