Howden Pre-School Bishops Manor

What is it like to attend this early years setting?

Children are excited to join their friends as they arrive at the pre-school. Staff know children well and have activities prepared that they know children will enjoy and engage with. Staff support children's behaviour and social skills very well. Young children learn to express their feelings and to share resources. As they get older, they develop the ability to take turns and consider the feelings of others. By the time children are preparing to move on in their education, they have the skills they need to express their views and understand their actions can affect others. They form wonderful friendships with other children and with staff.

All children, including those with special educational needs and/or disabilities (SEND), progress very well in their learning and development. Staff are committed to supporting all children to reach their full potential, providing activities that children enjoy and that offer an increasing level of challenge. Children love to listen to stories. Staff read with expression, very successfully capturing and maintaining children's attention. This, along with the support for children to develop their hand strength and hand-eye coordination, promotes their emerging literacy skills well.

Partnership with parents is positive. Staff regularly share what children have been learning and ideas on how to continue the learning at home. Parents have opportunities to stay and play at the pre-school to observe and join in their child's play.

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

• Staff use their thorough knowledge of the interests and abilities of each child to provide experiences that successfully capture and sustain their interest. For example, staff provide many interesting resources within the unique environment so that children can lead their own play. Staff respond by skilfully adapting their interactions to follow the children's interests. Leaders recognise that the high-quality with which the curriculum is delivered means that overall children progress well and become enthusiastic, motivated learners.
• Support for children with SEND is exceptional. This is due to the outstanding work of the staff team. Staff work tirelessly to ensure that children's needs are met quickly. They support parents in any way they can. Staff ensure that children's targets are in place. This means that the children they look after have the reasonable adjustments that they need so that they can thrive.
• Children benefit from the strong curriculum for mathematics. Staff weave counting and other mathematical ideas into children's spontaneous play as well as through planned, adult-led activities. They encourage children to recognise measures as they develop their hand-eye coordination to fill small containers, recognising when they are full, empty, small, and large. Children measure lengths of string to add to their masks. This helps children develop a very secure understanding of mathematical concepts.
• Children benefit from activities that support their communication and language skills. Staff are skilled at introducing new words to children as they play. They ask questions, which require children to give thoughtful responses. For example, staff will ask, 'Can you tell me that again?' to check children's understanding and embed their learning. Effective small-group activities focus on children developing their listening and communication skills. However, sometimes, staff do not give children time to listen and understand what is being said to them before responding. This limits opportunities to develop children's vocabulary skills further.
• New routines for children coming into the pre-school following outdoor play have been implemented. Children can already explain what they need to do as they hear the bell, then wait to be counted once indoors. This helps keep children safe.
• New routines have impacted on how children transition into small groups. This is a busy time with lots of conversations taking place all at once. As a result, children sometimes struggle to listen to instructions from staff meaning some children do not go to their correct group or are unclear where to go.
• Staff benefit from regular team meetings and supervisions. They have access to a good range of training opportunities to help them build on their knowledge and professional development. The management team works well alongside the staff and provides guidance and support as required. All staff explain that they are happy and feel part of an inclusive team supporting children and each other.

What the setting must and should do next

The provider should:

• ensure staff give children time to listen and understand what is being said to them before responding, to further develop their vocabulary skills
• Ensure children are provided with instructions that they can clearly hear and understand such as, which small group they need to move into for focused learning activities.