Kea Preschool

What is it like to attend this early years setting?

Children enter the pre-school enthusiastically and happily. Staff know children and families really well and welcome them warmly. They clearly have friendly and caring relationships with children, which supports children's emotional well-being and sense of security. Staff are calm and treat children with consideration and kindness. They gently guide children to share, take turns and cooperate as they play.

The provider and staff have developed a creative and ambitious curriculum. There is a focus on supporting children's communication and language development and helping children to gain the skills they need for future learning. For example, staff plan for children to get to know familiar books by reading them regularly. Younger children smile broadly as they repeat phrases such as 'swishy swashy' while staff skilfully share the book 'We're Going on a Bear Hunt'. Children gain good early literacy skills and become enthusiastic about books.

Staff provide rich opportunities for children to develop their physical skills. For example, children learn to move around confidently and imaginatively during group activities, which improves their agility. Children enjoy fresh air and exercise every day, which benefits their good health and well-being. They have rich opportunities to learn about the natural world around them.

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

• The provider and staff are passionate about giving children high-quality learning experiences. They work together as a very committed team, and staff say they love working at the pre-school. Staff feel supported by the provider and have access to many professional development opportunities to enhance their knowledge and skills. The provider values the individual strengths staff bring to the pre-school, and they share good practice with each other. Children benefit from interesting and inspiring learning experiences.
• The highly effective partnerships staff form with parents are a strength of the pre-school. Parents say they are extremely pleased that their children attend and make good progress. They comment very favourably on the caring relationships staff have with their children and appreciate how well they get to know them. Staff communicate well with parents about children's achievements in the pre-school, which has a positive effect on their home learning.
• Staff in the pre-school have a firm understanding of child development. They interact skilfully with children to encourage their curiosity. For example, children enjoy experimenting and find out that plants need water and sunshine to grow. Staff encourage children to ask questions and support their knowledge and understanding. Occasionally, staff miss opportunities to extend children's understanding further to help them to make even better progress.
• The provider and staff continually monitor children's learning. They consult other professionals when necessary to support children who need extra help. Any additional funding is used effectively to help all children to reach their full potential.
• Children have positive attitudes to learning and show pride when it is their turn to be the helper for the day, for example. They help to tidy away after play and manage their own self-care confidently. However, at times, staff do some things for children that they could have a go at doing for themselves, so they do not fully extend their independence.
• Children love talking to staff, who listen carefully and develop conversations to support children's communication and language skills. Staff help younger children to put words into sentences and give them lots of praise. Older children speak confidently to visitors about their friends and what they like doing at the pre-school.
• The links with local schools are very strong. Staff work in close collaboration with school staff to prepare children for school life. For example, they arrange visits from teachers, and children have the chance to watch school events such as sports day. Children are confident and self-assured when they move on in their education.

What the setting must and should do next

The provider should:

• strengthen interactions with children to extend their learning and help them to make even better progress
• support staff to encourage children to do more things for themselves to develop their independence and confidence further.