Holton le Clay Preschool Group

What is it like to attend this early years setting?

Children cannot wait to go outside from the moment they arrive at the pre-school. They confidently find activities of interest and know just where they can and cannot play on the school field. Children's physical skills are particularly enhanced as they have opportunities to run freely, climb and practise riding scoot-along toys. Children are confident and happy in the company of staff and their friends. They take great delight in exploring together and discovering creatures, such as worms and snails found under matting. Children negotiate with their friends and play well together. They are learning to take turns and beginning to form strong friendships.

Children are imaginative and love playing on the pirate ship. They pretend to hunt for treasure and are mindful of the imaginary fish swimming nearby. Staff join children in their play and enhance learning whenever they can. They give guidance as children take small risks, such as using the tyre swing and climbing aboard the ship. Children are encouraged to be creative and readily produce pictures of themselves and their families. Staff teach children different songs to enhance activities and recognise that this contributes well to children's growing communication skills.

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

• The two managers work exceptionally well together. They have a clear vision of the strengths and areas where they wish to further improve. They genuinely value their staff's well-being and do everything they can to support them in their roles. Staff readily acknowledge the managers' support, especially with regard to their workload and encouragement in gaining further qualifications. Managers appreciate hearing about staff's newfound knowledge and find ways to use it effectively for the benefit of all children.
• Parents and carers offer high praise for the staff team. They say children enjoy coming to pre-school, and information is shared readily about children's learning and well-being. Parents and carers describe staff as being 'kind and lovely' and that they 'go above and beyond' what is expected of them.
• Teaching is good, and children benefit from their experiences and activities. Staff have a clear curriculum in place and understand how to build on what children already know and can do. Staff quickly recognise where children need extra support. They liaise with other professionals and plan successfully to help children progress as best they can. Additional funding received is used effectively to help identified children strengthen their skills and knowledge.
• Staff use children's interests and activities to enhance their mathematical skills. Staff encourage children to count as they play and consider concepts such as length and measure. For example, staff ask children to compare the length of the worms they have found with the size of the snail shells.
• Staff ensure children are as physically active as possible and teach them about foods and drinks that support good health. They plan enjoyable activities that, over time, are effective in helping children recognise foods and drinks that will not damage their teeth or general health. These important messages are shared with parents and carers to help them make suitable choices for their children's meals and snacks.
• Staff recognise the importance of children having good communication skills. They make this a priority and are continually undertaking additional training to help support all children. Due to their diligence and ongoing support, older children are confident talkers and are well prepared for the next stage in their learning.
• Staff plan regular adult-led group times to help children learn routines and strategies to support their future learning. At these times, children learn to follow instructions, listen carefully and develop their concentration skills. This is generally successful for older children. However, staff have yet to find ways to ensure younger children's learning is maximised. Younger children are often distracted by the comings and goings nearby, and staff teaching is lost.
• There are occasions, such as meal and snack times, when children's independence is not fostered as effectively as possible. Staff sometimes carry out tasks that, with encouragement, children could do for themselves.

What the setting must and should do next

The provider should:

• find ways to lessen the distractions at group times so that younger children can concentrate and learning is maximised
• review and modify meal and snack-time routines so that children's independence is enhanced even further.