Jumping Beans Village Preschool Limited

What is it like to attend this early years setting?

Staff provide children with an interesting array of activities to engage with. The children feel safe as they confidently explore the environment. Staff make effective use of children's interests to plan a focused curriculum. For instance, the children are learning how colours can be changed as they mix yellow and red paint to match the colour of the tiger in their story. Staff are attentive and know their key children incredibly well. This ensures that all children, including those with special educational needs and/or disabilities (SEND) and those with English as an additional language, are included and their needs are met.

Children are keen to explore nature. For instance, they use spades to dig in the mud to find worms. Staff follow the children's lead as they help them to construct a home for the worms. Staff are teaching the children about how to care for living things and remind them to return the worms to their original location when they have finished playing with them. Staff foster children's curiosity in their environment as they learn about the world around them.

Staff provide children with numerous opportunities to develop their independence. For instance, children enjoy washing plates and cups after they have had their snack. Children's behaviour is good and appropriate for their stage of development. For instance, they help friends and are learning to take turns.

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

• Staff support children to understand how they feel and to recognise their emotions. Children relate their feelings to different colours, such as red for angry. Staff teach them to be respectful and kind to each other. For example, children help their friends to find a fishing rod so that they can join in with the magnetic fishing game. They are excited to compare who has caught the most fish. Staff make good use of turn-taking games to support children to socialise and share with friends.
• Books and stories are a strong feature at the pre-school. Children enjoy sitting with staff to listen to stories. Staff ask questions to engage the children and encourage them to retell the story. This helps to support children's communication and language skills. For example, children state that it is not the milkman or daddy at the door, it is the tiger. These positive interactions help to develop the children's confidence and self-esteem.
• Staff plan a broad, sequenced curriculum and have a clear intention for what they want the children to learn. They provide a variety of activities and resources to support this. Some children are very excitable and energetic when they arrive at the pre-school. They enjoy climbing on the low balancing beams and running around the hall. This has an impact on the noise level in the hall. On occasion, staff do not recognise when they need to adapt the routine to minimise any disruption and enable children to use up their energy.
• Staff effectively support children with SEND and English as an additional language. They work alongside parents and seek support from external agencies to implement targeted plans to help children reach the potential they are capable of. The provider has made good use of additional funding to support and enhance children's social skills. For instance, the provider has purchased extra resources to support turn-taking to build children's confidence in interacting with their peers.
• The provider is passionate about her role. She has a well-established staff team that works well together and has high expectations for what children can achieve. The provider recognises the importance of continuous professional development and encourages staff to undertake regular training to enhance their knowledge and skills. However, the provider does not effectively monitor staff's practice to ensure that the training they receive positively impacts the quality of learning experiences for all children.
• The provider has established extremely secure partnerships with parents. Staff provide parents with information about daily routines and offer support through guidance and resources to support home learning. There is a constant two-way flow of communication, with staff taking time each day for face-to-face discussions. Staff provide parents with written documentation so that they are included in their child's development, progress and achievements. Parents value the attention and time that is given to them by the staff.

What the setting must and should do next

The provider should:

• support staff to adapt the daily routine more swiftly to consider all children's needs
• strengthen the use of staff supervision and training to raise the quality of teaching to a consistently high level.