Jigsaw Pre-School

What is it like to attend this early years setting?

Children arrive happily at the pre-school; friendly staff greet them at the door and show children that they are pleased to see them. Children demonstrate their developing independence skills as they sort out their belongings and know what to do to self-register. The key-person system is a strength of the pre-school. Key persons ensure their children receive tailored support that is unique to them. This helps children to settle and feel secure. Children seek out their key person for a quick cuddle or to share their pictures with. Staff are always available for these spontaneous interactions, and this has a positive impact on children's well-being.

Children are learning well as they work through the curriculum, which is planned with each child's needs in mind. Staff know what they want children to learn and the steps they need to work through to achieve vital skills for moving on to school. Children who are learning English as an additional language (EAL) or show early signs of special educational needs and/or disabilities are well supported. Staff are quick to identify gaps in children's learning and put referrals in place to access early help. Children enjoy exploring different resources, such as sand and paint. They engage well in their chosen activity, and children's behaviour is good.

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

• Staff take time to get to know children and their families when they first join the pre-school. They gain in-depth information that helps them to understand and plan for children's individual care and learning needs. Ongoing information-sharing with parents enables staff to keep their knowledge of children and families current. As a result, children are supported to make consistently good progress.
• Children are busy and keen to explore the engaging environment. They have opportunities to move from indoors to outdoors as they choose. As children engage in their play, staff support them to develop their speech and language skills. This is especially important, as most children speak EAL. Staff praise children as they use new words in context. For example, children describe a full container as 'heavy'.
• Staff help children to understand and celebrate what makes them unique and what they have in common with others. They teach children about the cultures, religions and languages they share. Children are learning how to share and celebrate their differences. They learn about tolerance and respect for other people as staff constantly model this.
• Parents' comments about the pre-school and staff are positive. They state their children have a strong attachment to their key person. Parents say their children are making good progress and are keen to attend, often asking if they can go to pre-school at the weekend.
• Staff teach children the importance of leading a healthy lifestyle. For instance, at snack time, staff initiate discussions with children about their favourite fruit and vegetables. Staff are proactive in encouraging parents to visit the dentist with their children. They take their support further, if it is needed, such as if there is a language barrier to parents contacting health professionals.
• Staff observe and assess children's development as they play and explore. They provide a wide range of varied activities that are often led by children's own interests. Staff interact well with individual children and build on the learning they see taking place. However, they do not use their good teaching skills to bring children together in their play. For example, children at the same activity play alongside each other, such as in role play. Although staff join in, they do not always facilitate more cooperative play between children.
• The provider has robust recruitment procedures in place to help ensure staff are suitable to work with children. Staff report that they are supported well by the provider and that their well-being is good. There are secure systems in place to support staff's practice and to help them develop further, such as through supervision meetings and training. Staff are supported to undertake qualifications and recognise the positive impact this has on their knowledge and teaching skills.

What the setting must and should do next

The provider should:

• support staff to further develop their teaching skills in order to facilitate and encourage children to engage in more purposeful play and learning together.