Humpty Dumpty Pre-School

What is it like to attend this early years setting?

Children are happy and secure at this welcoming pre-school. Staff are caring and are committed to supporting families within the local community. Children enjoy a range of stimulating learning experiences that enable them to make good progress from their starting points. Children excitedly arrive at the pre-school where they find their name for self-registration. They quickly settle and confidently explore the interesting activities.

Children use their imagination as they act out scenes from the popular story 'Whatever Next'. They giggle as they climb into a large cardboard box which they pretend is a spaceship. Staff skilfully read the story alongside children's play and encourage children to think about the text in the story. This supports children's early literacy skills and develops a love for books.

Children are sociable and confident communicators. They recall nature walks when they collected conkers and spontaneously use mathematical language. They form friendships and work collaboratively with each other. For example, they skilfully navigate where construction pieces should go to make a shared model. Children behave well and understand expectations. Staff have developed their understanding of how to support children's behaviour more positively. Children are supported to express themselves and manage their feelings. They understand concepts such as sharing and taking turns.

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

• The manager and staff have been reflective since the last inspection to make secure improvements. They have engaged well with support services to evaluate the provision to develop the quality of care and learning. Subsequently, all children make good progress in their development.
• Children with special educational needs and/or disabilities are effectively supported. Staff work very closely with parents and other agencies to support children's progress and understand the needs of individual children. This ensures that children's needs are well planned for and that early help is identified, where necessary.
• Parents are very happy with the care provided to their children. They say their children enjoy attending and that the staff are committed and friendly. Parents comment that they like listening to their children sing songs they have learned at the setting. They value the opportunity to discuss their children's progress with their key persons and they know the planned targets to support their children's development.
• Children learn the importance of a healthy lifestyle. They demonstrate good physical skills as they navigate space and balance skilfully on stilts. They learn about the importance of good oral health and know what foods are bad for our teeth. Children have a range of healthy choices during snack time and demonstrate good independence skills as they cut up their fruit.
• Staff enjoy their work and speak positively about the manager. They feel valued and supported. The manager conducts regular staff supervision to ensure the quality of teaching is consistently good. Staff training is actively encouraged so that staff are able to build on their skills, which improves outcomes for children.
• Staff support children who are learning English as an additional language well. There is a good focus on building children's vocabulary in partnership with parents and carers. All children are valued and respected and are developing high levels of self-esteem.

What the setting must and should do next

The provider should:

• review the organisation of large-group activities to ensure that all children remain fully engaged and their learning is maximised.