Kiddylinguistics Preschool With Culham After School Club

What is it like to attend this early years setting?

Children show they are very happy to be at pre-school. Children new to the setting, settle very well and quickly learn about the routines of the day. This helps them to confidently join in with all that is on offer, to support their learning. Children appreciate the cuddles and reassurance that staff give, such as when minor accidents occur. There is a calm, orderly, yet fun atmosphere. Children behave very well. They listen to staff and respond promptly to any instructions. Children play cooperatively and happily together.

Children benefit from a curriculum planned by staff who want all children to achieve their best. There is a strong, and successful, emphasis on developing children's communication skills, in English and other languages. Children have lots of opportunities to hear new words and phrases. They confidently join in with activities to support this aspect of their development. For example, they enjoy listening to and singing songs in their home, and other languages. Children show a real love of books. They often choose to spend time with staff in the cosy 'story corner' and listen to and discuss favourite stories.

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

• The provider and manager are a very effective team. They regularly review what they do and how they could improve further. This has a positive impact on learning opportunities for children. For example, children are now introduced to a wider range of non-fiction books and poems to enhance the literacy curriculum further.
• The manager provides staff with effective training and support that helps them confidently help children to acquire good language skills. As a result, staff successfully thread this aspect of teaching through the whole curriculum. By the time children leave for school, they understand and use a wide vocabulary in English. They are also very confident to have a go at communicating in other languages too.
• Staff are very inclusive in their approach. They quickly identify children who need extra help to access the curriculum. Staff then focus effectively on helping these children to join in, have fun and learn.
• Overall, staff sequence children's learning well. Staff understand that it is important for children to remember, long-term, what they have been taught. Staff know this means revisiting learning over time. For example, they focus on key books for several weeks. Children listen to these stories, told in different ways and read in different languages. They have a deep understanding of the story and characters.
• Children swiftly develop a wide range of independence skills. They learn to hang up their coats, change their shoes and manage their own personal hygiene.
• Children show they feel proud that they can do these things for themselves. The kind and encouraging staff remain nearby, ready to offer help if needed. The warm attachments between children and staff are clear to see.
• Children learn to be respectful of, and interested in, the differences between themselves and others. The different cultures and experiences of children are fully embraced by staff. Children hear different languages spoken and learn about a wide range of cultures and celebration days. This helps them gain a very positive view of the diverse world in which they live.
• The manager and staff identify the mathematical skills children would most benefit from learning next. However, staff do not make best use of activities and their interactions with children to deliver this aspect of the curriculum. Children have fewer opportunities to develop their mathematical understanding than some other areas of learning.
• Staff do not always clearly identify what they want children to learn from some adult-led activities. They focus more on the 'end result', rather than the learning that can come from taking part.
• Staff understand the importance of physical and energetic play to children's good health. Staff ensure children have daily opportunities to play on large equipment and run about energetically.
• Staff share a wealth of useful information with parents about children's learning at pre-school. Parents are very appreciative of this. They find it very useful to know the songs, stories and vocabulary children are learning at pre-school, so they can support this at home.

What the setting must and should do next

The provider should:

• support staff to deliver the mathematics curriculum more effectively, to further support children's understanding of numbers, counting and mathematical concepts
• identify clear learning intentions for adult-led activities, to enable staff to focus teaching more sharply on extending children's learning.