Holme from Home Pre-school

What is it like to attend this early years setting?

Children enthusiastically run and skip to the door as they enter this warm and friendly setting. From the second they enter, children demonstrate that they feel safe and happy. The curriculum is well thought out and is implemented well to engage children in play and learning. Staff have carefully thought about routines to support children's independence. For example, children self-register as they enter, identify their name and attempt to write it. All children make good progress and are well prepared for the next stage in their learning as they transition to school.

Staff have high expectations and are positive role models. Children's behaviour is very good. For example, they consider the needs of others and help each other to reach magnifying glasses as they search for worms in the outdoor area. Staff offer warm and consistent praise. Children beam with delight as staff praise them with terms such as 'that makes my heart go boom'. Staff place children's needs at the centre of all they do. As a result, children are engaged in a wide range of learning opportunities and demonstrate positive attitudes to learning.

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

• The curriculum has a clear intent and supports all areas of learning. Activities build on children's knowledge and interests. For example, children build their vocabulary as they discuss different animals that fly and exhibit physical skills as they pretend to fly, flapping their arms like wings. Learning evolves into children using binoculars and drawing their favourite bird. Children are confident and motivated learners.
• Children have multiple opportunities to develop new skills. For example, children retell a familiar story using finger puppets and enthusiastically search outside for minibeasts. These opportunities capture children's imagination and help to engage them in play. However, at times, staff can call children away from their play to do something else, which stops their play and impacts on their level of concentration.
• Staff promote communication and language very well. 'Words of the week' are incorporated into activities. For example, children have recently been thinking about 'space'. They have learned new words such as 'astronaut', 'alien', and 'planet'. Children use these words in their discussions. This demonstrates that children understand the meaning and can use them within context.
• Children who speak English as an additional language are well supported. Staff value all languages. For example, they learn keywords from home and explore different forms of writing, such as the Arabic script. This helps children to settle when they initially start as they have some familiarity.
• Children learn about personal care. For example, they know that they must wash their hands before eating and discuss healthy items to eat which would support good oral health. Children relish playing outside throughout the day. They are beginning to understand the importance of exercise and leading a healthy lifestyle.
• Parents are extremely complimentary about the care their children receive. They share that 'staff are fantastic' and 'children grow and achieve so much'. Parents are involved in processes of assessment. Staff share ideas for home learning and support parents in helping their child. This flow of communication helps children to receive a consistency of care.
• Partnerships with other professionals are strong. Staff have built meaningful partnerships with teaching staff. For example, children are accompanied by staff on transition visits as they prepare to start school. This means that children are supported by familiar adults as they start school, which helps them to settle.
• The manager of the setting is an experienced and knowledgeable practitioner. The setting has recently had multiple new members of staff. The manager offers consistently high mentoring and support to new staff and has high expectations for the staff team. She is intent on supporting staff to offer the highest levels of care for children, so that children can develop and thrive.

What the setting must and should do next

The provider should:

• review routines so that children have enough time to finish an activity before being asked to do another one, in order to maximise their learning.