Humpty Dumpty Pre-school

What is it like to attend this early years setting?

Children arrive eager to play at this community pre-school. The friendly, welcoming staff check for any updates from parents and support children to settle quickly. Children seek out their friends and soon settle into play. For example, they put on a chef's hat and start 'cooking breakfast' in the home corner. Children enjoy the role-play area. They scribe and draw pictures and pretend to call 999 to report a burglar. They are learning more about the community and people who help us.

Children's days are filled with a range of fun learning experiences. For example, they go for a learning walk in the community. They count blue buses and children call out with excitement each time a bus drives by. Children develop fine motor skills. They flock to the dough table, where they enjoy rolling, squishing and shaping the dough. Children cut out heart shapes and present them to staff.

Children play well together. For example, in the home corner, they make a 'birthday cake' for their friends and show each other how to cut a slice for everyone. Older children work together. They use a range of tools, such as scoops and tongs, to transfer rice between containers. Together, they work out which tool helps to fill the container quicker.

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

• The manager has implemented a curriculum that meets the needs of all children. Staff use their extensive knowledge of children to plan interesting and engaging activities. For example, children learn why corks float and stones sink as they explore them in the water tray. Staff provide a range of vocabulary as children play. For instance, they explain that a stone can also be called a pebble or a rock.
• Staff consider children's interests and experiences when planning activities. The team holds regular planning meetings and uses assessments to ensure that staff build on the knowledge children already have and identify gaps in learning. As a result, children are making good progress in their learning.
• The manager demonstrates an incredible passion for making a difference. She has an excellent oversight of the children who attend and a thorough understanding of how the setting supports all children. Staff receive regular supervision and training that supports them in fulfilling their roles and responsibilities. This results in continuous improvements to the curriculum and teaching.
• Staff help children to understand about healthy lifestyles. Children are encouraged to eat healthy snacks, such as fruits and vegetables. Older children know that they must wear sunscreen to stop their skin from burning. Children are encouraged to drink water throughout the day.
• Children are developing an understanding of a range of emotions. They demonstrate empathy as they check on friends who are sad. However, younger children do not yet have the language to express themselves. At times, this leads to emotional outbursts and incidents of poor behaviour.
• Children with special educational needs and/or disabilities (SEND) are supported well. They make good progress from their starting points. Staff demonstrate patience and encouragement. Effective arrangements are in place to provide targeted support for children. This includes working with other professionals and parents.
• Children are developing confidence and self-esteem. Relationships between children and staff are secure and trusting. As a result, children show high levels of happiness and a positive attitude to their learning. Children respond well to instruction. For example, they line up to use the bathroom and tidy up when asked. Children demonstrate good manners, saying please and thank you with little prompting.
• The manager and her team use evaluation well. The pre-school is part of 'A Better Start' programme which is run by the local authority. This enables staff to assess children's progress and identify any gaps in learning and development. As a result, next steps are swiftly identified and gaps are closing.
• Parents express their appreciation of the pre-school. They say the manager and her team are supportive and take the time to listen. Parents feel happy with the progress their children make. They value the open communication and say they have complete trust in the staff.

What the setting must and should do next

The provider should:

• support children to learn the language they need to express their feelings and emotions.