Jack & Jill Preschool

What is it like to attend this early years setting?

Children come into the pre-school happily and are eager to start their day. They form good relationships with the friendly and caring staff, who get to know them well. Staff adapt the daily routine to ensure they can meet all children's needs well. For instance, they took a small group for an impromptu walk when staff recognised that these children needed some quiet time in the fresh air away from the busy pre-school environment. Staff are highly sensitive to children's individual needs, which helps children feel safe and secure.

Children respond well to the high expectations of staff. They behave well and are kind to their friends. They grow in confidence and learn to do things for themselves. They independently put their belongings away when they arrive, help set the table for snack and get out resources to play with. Children begin to speak confidently and are eager to share their news. They have fun while they develop their physical skills. They enjoy building a bridge with soft shapes and using their hands to steady themselves as they balance along it.

Although parents drop children off outside due to the COVID-19 pandemic, staff ensure they talk to them daily to keep them informed. Staff work well with other professionals where appropriate and make effective use of any additional funding to ensure all children make good progress.

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

• Staff create an interesting and stimulating environment, where children can explore and be curious. They provide experiences that build on children's knowledge and skills and think carefully about what children need to learn next. For example, during a game, staff give children individual tasks when they catch a ball. They ask older children to clap out the beats in words, while younger children match colours or name body parts. This helps ensure all children are challenged according to their needs and abilities and supports their good progress.
• Staff are calm and patient. They gently guide children to help them resolve any disputes with their friends, such as sharing a toy or asking if they can have the next turn. This helps children learn to manage their own behaviour and treat each other with kindness and respect.
• Children become engrossed in their learning and benefit from hands-on experiences that build on their knowledge of the world. They are delighted when the rabbits enjoy eating the dandelions that they collected on a walk. Staff teach them how to clean the rabbits' water bowls and fill them up with fresh water. Children are proud to take responsibility for these small tasks, which helps build their confidence and self-esteem.
• Children develop a love of books and eagerly ask staff to read to them. Staff plan activities around a different book each term and children get to know it well. They listen attentively and recall familiar words and phrases. Staff talk to children about stories and engage them in conversations during activities, such as in the creative area. They ask them questions about what might happen next, or what colour they think blue and red will make if they mix them together. However, at times, staff do not give children enough time to think things through and voice their ideas or suggestions.
• Staff take prompt action when they identify any gaps in children's learning. They adapt their own practice and make referrals to other professionals to ensure all children receive the support they need. This approach helps ensure any children with special educational needs and/or disabilities are fully included. For example, staff plan small-group outings or activities for children who might find a large-group overwhelming.
• Parents speak highly of the pre-school. They comment that staff are supportive and keep them well informed. Staff share regular updates about children's progress and daily routines and offer ideas to continue learning at home. When children start, staff obtain useful details about children's home life and experiences to help them settle in. However, they do not gather as much information as they could about what children already know and can do, to support a swift assessment of children's development.
• Managers and staff reflect on their practice and identify areas where they can further develop and improve the provision. For example, they recently created a new activity space, where children can enjoy physical play or smaller group times. They are closely monitoring the impact of this change. Managers provide effective support and coaching to staff to help them continually develop their skills and knowledge.

What the setting must and should do next

The provider should:

• gather more information from parents about what children already know and can do before they start at the pre-school, to enable staff to plan for children's learning from the outset
• support staff to give children enough time to process their thoughts and express their ideas, when responding to information and questions.