Jan Pre-School and Nursery

What is it like to attend this early years setting?

Children are greeted warmly by their key person when they arrive at the setting. They leave their parents confidently, chatting to staff as they put their names on the board to show they are present today. When children speak more than one language, staff speak to them in their home language, which helps children and their families to feel valued in the setting.

Staff have a clear understanding of the expectations for all children's development, including those with special educational needs and/or disabilities (SEND), as they move through the setting. This results in a curriculum which ensures progression in all areas of learning as children transition between rooms. This supports children to be ready for the next stage of their education.

Behaviour is managed well by staff, who encourage children to take turns. Children are reminded to use 'kind hands' and to be gentle towards their friends. This helps them to consider the impact of their behaviour on others. Older children enjoy creating an assault course using tyres and planks. When they notice that one of the gaps is too big for younger ones to safely step across, they decide to add an additional plank to make it achievable. Staff support children to traverse the course, celebrating their success as they reach the end.

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

• The manager has worked hard to address the actions from the previous inspection and has a plan for further improvements in the future. Staff deployment is effective. The manager and deputy carry out regular observations of their new staff team and provide regular training. This supports staff to continuously develop their practice and ensures that quality is consistent throughout the setting. Staff feel that the manager cares about their well-being. They have regular opportunities to meet with the manager for supervision, as well as with colleagues during staff meetings.
• Children make good progress as a result of their attendance at the setting. Early mathematics skills are encouraged throughout the day. Staff count the steps with the younger children as they climb the stairs. Older children count how many are in their line as they get ready to move between activities. Their physical development and problem-solving skills are supported by a range of climbing, balancing and exploratory activities in the garden, as well as activities to support their well-being, such as yoga.
• Mark making using chalks on the floor in the garden and pencils at tables is encouraged. Books are provided for children to read independently or with staff in specific reading areas, both indoors and outdoors. However, opportunities to access print could be further developed if a wider range of books, including non- fiction, was available in other areas of the environment to support children's interests.
• There is an effective key-person system in place. Children seek out their key person for cuddles and reassurance if they fall over, and they quickly recover from their tumble after staff have checked they are alright. Younger children's personal care needs, such as nappy changes and feeding, are managed by their key person throughout the day. This results in children, and their parents and/or carers, developing a strong relationship with the staff who care for them and supports a sense of belonging at the setting.
• At mealtimes, staff talk to children about healthy food. They provide a range of fruit and vegetables, and children are encouraged to sample them. Children talk about how the cooked carrots taste different to raw ones. Although children's independence skills are generally encouraged, at times, staff carry out tasks for children that they could do for themselves. For example, staff pour milk into their cups and clear the table when they have finished eating.
• Parents are happy with the setting. They feel that staff are supportive and that their children have good relationships with their key person and other staff. They appreciate the regular updates they receive, both verbally when they pick up their children and throughout the day via the online app. They feel that the manager and staff are approachable if they have any questions or concerns.

What the setting must and should do next

The provider should:

• support staff to make better use of opportunities to allow children to further develop their independence skills
• review the organisation of books to include non-fiction texts throughout the areas of learning to support children's areas of interest.