Kids @ Play Preschool.

What is it like to attend this early years setting?

Children enter this large and well-resourced pre-school with ease. They enjoy the predictable routine and the familiar staff team which supports their developing confidence. For newer children who may need a little support, they actively seek out familiar adults and spend time with them until they are ready to explore independently.

Staff build close relationships with children and their families and get to know them well. Leaders greet families upon arrival. They talk to children about their day ahead and always make themselves available to parents should they need to talk or share information. This enables children to settle quickly and feel safe and secure in the pre-school environment. Parents leave their children knowing they are safe, happy and well supported.

Children's behaviour is good. They develop an awareness of the rules of friendships through games and discussions modelled by the staff team. Staff have high expectations for children's behaviour. Children develop the confidence needed to show respect for their peers.

Leaders design and continue to develop an ambitious curriculum based on what children need to know and learn. Staff tailor their teaching to ensure that all children are given opportunities to learn. For example, staff provide a range of activities to develop children's early mark making, such as making play dough faces, drawing shapes in the sand and writing letters in the letter writing area.

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

• Leaders provide multiple opportunities for children to celebrate their own and other's cultures and special events. They develop links with the community which help children to understand the wider world around them. They participate in a number of learning opportunities, such as a harvest festival and intergenerational faith groups, as well as parent speakers coming in to talk about their cultures and read stories in their home language. This also helps the children to develop a sense of belonging.
• Children with special educational needs and/or disabilities are supported well. Staff work with parents and other professionals to provide swift identification, adult-led interventions and wider support offered by other professionals. They make good use of funding opportunities to ensure all children are given the best support possible. Support from leaders is impactful and, as such, children leave with all they need to successfully transition to school.
• Staff report that the leadership team is very supportive. Leaders work closely with the team to ensure they have the guidance and training they need to fulfil their roles. There are regular staff meetings, where they refresh safeguarding knowledge and discuss curriculum intent. Additionally, staff have access to an online training portal, where they enrol onto courses to enhance their practice. Staff are happy and enjoy their roles.
• Staff talk with children as they play. They build on children's play to help them to progress to the next stage in their learning. There are times when staff do not provide enough time for children to fully develop their thinking skills. For example, some staff ask closed questions and do not always respond when children's cues suggest they may be more interested in a broader and richer conversation.
• Children develop a love of books. They gather and find a comfortable place to listen to a story. Staff engage children as they tell stories using funny voices and props to engage their imagination. Older children identify the title of their favourite story as they vote for the book for morning story time. This supports children's communication and language skills, but at times, staff do not use opportunities during play to extend children's speech even further, such as during quieter mealtimes when conversation is limited.
• Leaders and staff promote healthy eating at all times. Parents are supported to understand what makes a healthy lunch box during information workshops. Dietary requirements, cultural preferences and allergies are carefully considered to ensure that all children's needs are met. Children also have the opportunity to grow their own fruit and vegetables which they enjoy during snack time. This promotes children's physical well-being and helps them to develop healthy eating habits.
• Children are increasingly independent. They select activities and resources according to their interests and manage their own personal care. Staff encourage children to prepare their own snacks. For example, children pour the milk, cut the fruit and butter the crackers. Staff nurture children's personal, social and emotional development well.

What the setting must and should do next

The provider should:

• further develop opportunities for children to build on their language skills, especially for those who speak English as an additional language
• support staff to extend children's learning during play to help develop children's thinking and enable them to share their own ideas.