Ketton Pre-School

What is it like to attend this early years setting?

Children enjoy learning and playing with each other. Friends make up stories together. They have conversations about what they do at home. Children show empathy and comfort others when they are sad.

Staff plan a curriculum that supports children's learning effectively. Excited children find presents left by 'Winnie the Witch'. Staff hide these around the setting. Children work as a team to solve the challenge written on the wrapping paper, for example to find the tallest water bottle. They celebrate and open the present. All children can enjoy the prize, such as new craft materials. This 'magic' surprise helps them to learn about mathematics in a fun way.

Children understand and follow the rules of the setting. They show responsibility, for example when they sweep up sand from where people walk. Children know how to look after their bodies. They learn about oral hygiene as they clean pictures of dirty teeth with toothbrushes. Children learn the words 'decay' and 'cavity' during this activity. They talk about what foods are healthy and good for their teeth. Children wash their hands before they eat. They know this is to clean their hands before touching food. Children know what the routines of the setting are. This makes them feel safe and secure.

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

• Staff know what interests children have. They plan activities around these. For example, children enjoy learning about nature. Staff provide cooked spaghetti for children to use as 'worms' to feed their soft-toy birds. Children can dig outside to find real worms. Staff take them to the woods to look for birds. There are books and posters about British birds for children to name what they have seen. Children can identify a blue tit, a robin and a pigeon, showing their understanding of what they have learned and remembered.
• Staff teach children about where fruit comes from. For example, a child finds a sticker on their banana. Staff read that the banana has come from Columbia. They show children this country on a world map. This teaches children about the wider world.
• Staff encourage children to take risks. Children jump from milk crates on a rope swing in the garden. Staff make sure that they know how to do this safely by asking, 'What do you need to think about to keep safe?'. Children respond by stretching their legs straight for balance.
• Staff help children to find the right answer when they make a mistake in their learning. For example, when a child miscounts on a number line, staff encourage them to have another go until they find the correct answer. This interaction helps the child to persevere.
• Staff introduce children to new language. Children learn the word 'baboon' during large-group time. Staff teach them about the differences between a baboon, a monkey and an ape.
• Staff share a range of books with children. They help children sound out written words from the story. Staff read with small groups of children. They ask questions such as, 'What would your superpower be?'. Staff take children to the village library to borrow books. Parents say their children are learning to read because of these activities.
• Staff change the routine for children who need it to be different. Overall, children with special educational needs and/or disabilities (SEND) are learning and developing well. Leaders work well with parents and other agencies to give these children the support they need. However, sometimes staff do not use the best ways to teach these children. For example, at times they ask questions of some children that are too advanced, which limits their chance to achieve.
• During large-group times, staff teach children mathematics. For example, they add and take away an animal in a singing game. However, staff do not act when two-year-old children are ready to play somewhere else in these extended sessions.
• Leaders use funding to help disadvantaged children learn. They provide extra sessions for children so that they can spend more time at the setting.
• Leaders support staff's well-being. Staff are happy in their roles. Leaders ask staff for suggestions to develop the setting. They listen to and act on suggestions.

What the setting must and should do next

The provider should:

• support staff to understand the best ways to teach children with SEND
• help staff to identify when younger children are ready to engage in a new activity.