Hollingbury Park Pre-School

What is it like to attend this early years setting?

Children arrive to the setting happy and eager to learn. They quickly choose one of the activities that staff have planned to reflect children's interests. Children spend time deeply engaged in their play. They enjoy accessing a wide range of stimulating learning experiences. For example, they explore a sand tray with ice shapes. Children test out their thinking and experiment with ways to melt the ice to reveal the hidden dinosaurs. During the activity, children share their in-depth knowledge of dinosaurs and staff eagerly listen. Children's behaviour is good. They understand and follow the routine well and are kind to each other.

Children have many opportunities to develop skills across all areas of learning. For instance, in the garden, they practise their gross-motor skills when climbing and jumping off structures they have made. This helps them to make good progress in their physical development. Children learn to manage their own risks and staff make good use of their discussions with children to teach them about keeping safe and healthy. For example, they talk to children about ovens being hot and remind children of what they need to do in an emergency.

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

• The manager has embedded a curriculum that focuses on children's communication and language development. Staff use every opportunity to broaden children's vocabulary and commentate on their play. They provide a language-rich environment. For example, they share stories with children throughout the day and use the language within the books in other activities. This leads to children being very confident communicators who express their ideas and thoughts well.
• Staff value each child as a unique individual. They help children to learn about British values. For example, they encourage children to use their manners and ask politely for things. Children have access to books and resources that reflect other cultures. However, staff do not fully extend opportunities for children to broaden their understanding of people, families and communities that are different to their own.
• Children immerse themselves in sensory experiences. For instance, in the mud kitchen, children enjoy exploring real vegetables. Children play imaginatively, pretending to dig for the vegetables before washing and cooking them. Staff interact well with the children during their play. They expertly extend and challenge children's thinking and knowledge through their use of questioning. Staff skilfully incorporate mathematics into children's play, encouraging them to count and talk about weight and length.
• Parents speak positively about the progress their children are making. They speak highly of the staff team and value the regular feedback they receive. Staff work in partnership with parents. For instance, they hold regular meetings to keep parents informed of their children's learning and how they can support their children at home. Parents feel that their children are very well prepared for school.
• The manager and staff work in partnership with local primary schools. They take children to visit the school and invite the teachers into the setting. This helps children to become familiar with the adults that will be caring for them and supports them to prepare for school. However, the manager has not yet established links with other early years settings children attend to share information about children's learning.
• The manager identifies ways to give children further life experiences. For instance, staff take children to the local shops and on bus trips to purchase resources for activities. The manager ensures additional funding provides children with enriching experiences, such as creating a sensory garden to develop children's love of nature and teach them how to care for things.
• Staff promote children's independence well. They spend time teaching children how to do things for themselves, such as putting on their coats. Children demonstrate that they feel secure in the care of their familiar adults. Staff identify children who require additional support with their confidence. They deliver 'nurture group' sessions to help build children's self-esteem and develop their emotional literacy.

What the setting must and should do next

The provider should:

• extend further the opportunities for children to develop an understanding of and appreciation for different people and communities
• establish links with other settings that children also attend to share information and to promote continuity in children's care and learning.