Ilketshall St. Lawrence Pre-School

What is it like to attend this early years setting?

Children say goodbye to their parents at the gate and are happy coming into the pre-school. They are secure and confident and know the routines well. They look for their peg to hang their coat and bag on and independently take off their shoes. Children enjoy the range of activities on offer and settle into the session well. They use their imagination to set up a rocket ship, with the chairs, that will go into space.

Children are happy and engaged playing outside. They run around and ride bicycles, enjoying this time in the fresh air and developing their physical skills. Children learn how to assess risk. With the support of staff, they learn to use their hands to support themselves as they cross the climbing frame. Staff explain it will help cross safely because their feet are wet and they may slip. Children are kind to one another and help each other when needed. When children want to sit down, others offer to go and get them chairs. Staff acknowledge and praise them for being kind and thoughtful. Children with special educational needs and/or disabilities (SEND) are well supported. Staff work well with parents to understand how to meet children's individual needs.

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

• The manager develops a curriculum that is clear and builds on what children currently know and can do. She places priority on developing their communication and language.
• Staff support children to regulate their emotions. They understand how important this is for children, especially before starting school. For instance, when children take resources from others, staff step in to help. They sensitively explain that it is fine to use the resources, but children should ask first. Staff also explain why it is important to share.
• Staff teach children through a mixture of adult-led and child-initiated activities. When children want to fill up a teapot, staff show them how to put the teapot down and use the watering can to fill it up. They explain how to hold the watering can and offer a helping hand when children start pouring.
• Parents are happy with the pre-school and are welcome to attend committee meetings to share their views. They have good relationships with the staff and feel their children are well supported. They receive daily feedback, online updates and written reports. Staff send home activities that children can do at home with their parents. This all helps to keep parents informed about what their children are learning and supports them to build on this.
• Staff feel well supported by the manager. They receive thorough inductions and regular supervisions to support them in their practice. They undertake training courses to enhance their knowledge and skills. The manager observes practice and asks questions which encourage reflective practice. The committee oversee the running of the pre-school. However, a change in the committee has meant the manager has not been effectively monitored or supported in her role.
• All children make good progress. Staff are clear on what they want to teach children and why. When making coloured dough, staff explain the difference between teaspoons and tablespoons. They prompt children to see how the mixture changes when they are stirring it all together. Staff ask children if they know what is coming off the surface of hot water. Some children know it is steam and say that means it is hot. Staff help children see and understand risk by explaining it means only adults can touch it as it is hot. However, sometimes when staff ask questions, they do not allow children enough time to process the question and reply.
• Children learn about different countries and their celebrations. Staff teach children about the similarities and differences between people. Children look at the foods others eat, clothes they wear and festivals they celebrate. They use a world map to look at where different countries are.

What the setting must and should do next

The provider should:

• support staff to improve the quality of interactions they have with children, for example, by allowing children time to respond to questions
• ensure that the committee is fully aware of their responsibilities to effectively monitor and support the manager.