Holybourne Village Pre-school

What is it like to attend this early years setting?

The staff lovingly greet children as they arrive. They ask the children how they are and if they have slept well. Children respond and enjoy this friendly greeting and two-way conversation. Children demonstrate positive behaviours with each other and toward the adults that care for them. The staff are good role models and regularly reinforce the rules and boundaries of the setting. For instance, they ask children to walk when indoors, wear their slippers and use 'kind hands'. Children receive a wealth of praise from staff. They teach children that it is OK to make mistakes and support them to persist when challenges occur. Children have a sense of accomplishment and smile when staff celebrate their achievements. They are happy and secure and are developing a positive sense of self.

The curriculum in place supports children to become independent learners. Staff encourage children to carry out appropriate tasks themselves that improve their self-care skills. For example, staff guide children effectively as they use the 'sniffle station' to wipe their noses. They look at the visual prompts together and discuss what they should do next. Children get a tissue, wipe their nose, put the tissue in the bin and wash their hands afterwards. Additionally, children receive encouragement to hang their coats up, use the toilet and put on their shoes themselves. This supports their independence and they develop healthy foundations for hygiene.

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

• The management team is dedicated to providing good-quality care for the children and their families. Managers are reflective and seek to improve learning for children in all areas. They offer effective professional development opportunities for staff to improve their skills. For example, managers and staff have recently completed training on how to support children's mathematical development. Staff explain how this has benefited their practice and enhanced the children's learning. Children have access to learn mathematics in all areas of the provision.
• Managers and staff have a well-structured curriculum in place. This appropriately challenges children in areas needed to help them progress in their learning. Staff plan activities that support the curriculum intent and focus on children's interests. They teach children what they want them to know through their interactions, support and guidance. Staff plan suitable next steps for children's learning to support them to progress in their development.
• Staff carry out appropriate assessments that give them knowledge of what children can do. They share these with parents and seek their views of what the children are working toward at home. They give parents ideas of how development can be supported outside the setting. This strengthens consistency in learning between the setting and home.
• Children with special educational needs and/or disabilities (SEND) receive effective support. Staff refer children to relevant agencies in a timely manner to ensure they receive the support that is needed. Children with SEND make good progress alongside their friends.
• Overall, staff support children's emerging speech and language well. For instance, they engage in conversations with children that encourage them to think about what they are doing and why. This helps children to clarify their thoughts, and they learn conversational cues. Staff support children to gain new vocabulary. However, at times, they are not always consistent in helping children to pronounce words correctly. This does not fully support children to enhance their communication and language skills.
• Children have ample opportunities to develop their physical skills. They love being outside in the fresh air and move around with freedom and confidence. Staff encourage children to engage in physical activity indoors. For instance, children enjoy participating in a daily exercise and movement session. They explore different ways of moving and understand the effects of exercise on their bodies.
• Staff support children's fine motor skills and early writing development. Children access activities such as threading, play dough and mark making, which are available throughout the provision. This supports their literacy skills.
• Partnerships with parents are good. Staff exchange important information with parents about children when they drop them off. This helps staff to understand what support is needed for children during their session. The information is then shared with other staff when they arrive. This effective communication between staff and parents helps to support children's well-being.

What the setting must and should do next

The provider should:

• develop staff's knowledge of how to support children to pronounce words correctly to fully extend their communication skills.