Horam Community Pre-School

What is it like to attend this early years setting?

Children arrive happily and are greeted at the door. With support, they hang up their bags and find their name badge to self-register. Children choose what they want to play with and engage well in the activities that have been set up for them. For example, children put on aprons and paint autumnal pictures. They talk to each other about their pictures and what colour they make when they mix the paints together.

Children have free-flow access to an outdoor space during the day. They enjoy mixing mud and water to create pretend cakes. Children are supported well to take turns and share the resources. They are encouraged to think about the other children and how to include them in their play. Children practise their physical skills and balance while outside. They bounce on large bouncy balls and are reminded how to do this safely.

Children enjoy listening to stories and staff encourage them to think about what might happen next. For example, children learn about the importance of washing their hands before mealtimes to get rid of any germs. Children help staff with some daily routines. For example, children help prepare snack. They wash the fruit and vegetables and help get the table ready. Children learn about how the produce is grown.

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

• The manager has worked hard since the last inspection to implement required changes. Staff have been supported well in order to meet the actions raised at the last inspection. For example, they have attended training to update their knowledge and skills. The manager is working with the provider to maintain these improvements.
• Staff feel well supported in their role. They have regular supervisions where they can address any concerns they have about children's learning and development. Staff have regular meetings to discuss ideas and share good practice. As a result, the quality of education is good.
• Staff understand how to support children's learning. They promote children's personal and social development well. For example, older children are learning the importance of taking turns without adult support. However, staff do not always tailor their interactions to ensure children are consistently engaged in meaningful learning. At times, children's interests are not sustained in order to build on and maximise their learning.
• Children's development is monitored regularly. Staff identify gaps in children's learning and take appropriate action. For example, they refer to other agencies such as speech and language therapists. Staff put plans in place to support children's language while they wait for interventions. As a result, children are making progress.
• Staff use strategies they have learned on training to support children's learning and development. For example, they use some basic Makaton signs when communicating with younger children. Staff share these strategies with parents to help them encourage their children's learning at home. However, staff miss opportunities to engage in conversation with older children to further extend their language and vocabulary.
• Children's independence is supported very well. For example, they put their own wellington boots on before going outside. They wash their hands independently before and after mealtimes and they are learning to put on their coats without adult support.
• Children behave very well and know what is expected of them. For example, children know they need an apron on when painting. They understand they need to wait for their friends before starting to eat their lunch. Staff support children who need more time to understand the routine. For example, they consistently use pictures alongside verbal instructions to help children understand.
• Parents are happy with the support their children receive. They know who their child's key person is and the area of their child's development on which they are focusing. Parents feel they are able to speak to staff about any areas of their child's development, such as support around potty training.

What the setting must and should do next

The provider should:

• develop how the curriculum is implemented, to build on what children already know and support the different ways children learn
• use opportunities within the routines of the day to support and encourage children's language further, particularly older children.