In2play Outdoor Pre-School

What is it like to attend this early years setting?

Leaders are highly ambitious. They show an unwavering commitment to ensuring the highest possible outcomes for all children. Experienced staff deliver exceptional teaching moments that support each child's individual needs very successfully. The curriculum is expertly constructed to ignite and instil a deep love of learning. Staff place children's emotional well-being at the heart of its provision. The well-established rhythm of the day is predictable and unhurried. Children take responsibility for small tasks, make choices about their play and show impressive confidence in managing their own personal needs. Staff form exceptionally warm and trusting relationships with children. They empower children to assess risks and build their confidence through trial and error. Children display impressive levels of concentration and perseverance as they master new skills with great determination. Their enthusiasm to follow their own ideas is limitless.

Children's behaviour is expertly managed by staff. They sensitively help children to understand and express their feelings. Staff model an ethos that supports respect, kindness and teamwork. Children display exemplary behaviour and develop a strong sense of friendship. They cooperate willingly on tasks with their friends. For example, children design an elaborate obstacle course together. They place great care and attention on safety as they carry large planks together. They listen to each other's ideas attentively and maturely negotiate and agree on the design. All children, including children with special educational needs and/or disabilities, are incredibly well prepared for the next stage in their learning.

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

• Leaders and staff have designed a curriculum that is highly focused on providing children with the knowledge and skills to deepen their learning. Staff are experts at identifying the knowledge children need to learn next. They introduce new learning clearly and embed this seamlessly into daily practice. There are ample opportunities for children to apply new knowledge or practise new skills. Children learn a great deal in a short time. They quickly become self-motivated learners who show remarkedly positive attitudes to learning.
• Leaders have fostered a culture of excellence, where staff receive high-quality ongoing professional development to enhance their skills and maintain the highest standard of teaching. Leaders manage staff workload effectively. All staff, including staff new to a career in childcare, are dedicated and highly motivated. Their commitment is evident in their ambition for all children.
• Leaders' dedication to ensuring that all children have equal opportunities to succeed is commendable. Additional funding is used exceptionally well to enhance the quality of children's experiences, such as through the provision of one-to-one teaching, as required. Strong links with external agencies mean that children's needs are quickly identified, and additional support is secured. Cultural diversity is celebrated through stories, festivals and activities that promote children's understanding and respect for different backgrounds and traditions.
• Impressive attention is given to supporting children's personal development. The curriculum is enriched with opportunities that develop children's understanding of sustainability, respect for nature and healthy lifestyles. Children become amateur mycologists, showing an impressive understanding of the different mushrooms and fungi they see growing. Staff promote children's creativity and curiosity successfully, as they support children to make their own binoculars. Together, they identify and name common garden birds. In addition, children enjoy healthy snacks and carefully cut slices of fruit or pour their own drinks.
• Staff are specialists in promoting children's early communication. Children are immersed in a language-rich environment that supports their early language development very well. Staff model high-quality language, introduce new vocabulary in meaningful contexts and encourage children to express their thoughts and ideas. Children develop a love for books through extensive access to a selection of high-quality literature. They relish opportunities to take part in daily engaging sessions, including musical accompaniment or poetry readings.
• Staff actively promote risk-taking. Children enjoy uninterrupted time where they engage in challenging play activities outdoors. Staff encourage children to assess and take age-appropriate risks through activities, such as tree climbing or using real tools under supervision. Children relish opportunities to jump safely from wooden structures or to roast marshmallows over a fire pit on a cold day. These well-managed risky play opportunities help children develop quickly in confidence, foster independence and support effective decision making. Children develop high levels of self-belief in their own abilities.
• Leadership is innovative and forward thinking. They hold a highly accurate view of their own performance, demonstrating an unwavering commitment to continuous improvement. For example, leaders have secured additional funding to improve the outdoor premises further, through the addition of a pond and areas for cultivation. Plans to extend the service further include trips to local beaches and places of historical interest to provide children with a deeper appreciation for the local community.
• Leaders and staff develop trusting and purposeful partnerships with parents. Parents gain a wealth of information on their children's achievements. They are empowered to support their children's learning at home and take part in exciting initiatives, such as the provision of fun play sessions for families at the weekend. Parents are overwhelmingly positive about the quality of the provision. They identify staff's unfaltering dedication as a key strength.