Killisick Pre-School

What is it like to attend this early years setting?

Children arrive happily and settle quickly into the welcoming pre-school. They are greeted warmly by staff, who know them well and value them as individuals. Children feel safe and secure as a result of nurturing relationships that prioritise their emotional well-being. They develop strong bonds with their key person and show confidence in exploring both indoor and outdoor areas. Children are highly engaged in purposeful play. They have freedom to choose from a stimulating and carefully planned environment that reflects their interests and developmental needs. Independence is strongly promoted. Children are encouraged to put on coats, pour drinks and serve themselves at snack and mealtimes. They are proud of their achievements, for example mastering the 'magic coat trick' or peeling fruit for their peers.

Children's development is skilfully supported. Staff model new vocabulary, use sign language, visual aids and respond sensitively to children's needs. Children enjoy conversations with adults, who listen attentively, extend their ideas and follow their lead in play. Children's behaviour is positive and reflects the calm, consistent guidance of staff. They learn to share, take turns and show kindness to others. Children develop care and empathy through community links with the local elderly care home. Staff celebrate diversity with pride and promote understanding of different cultural celebrations with both children and parents. Overall, children thrive in this pre-school. They grow in confidence, independence and resilience and are exceptionally well prepared for the next stage of their education.

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

• Outstanding leadership and management drive continual rapid improvement. Leaders reflect on all aspects of the provision and promptly take actions to make improvements where needed. For example, they have made significant changes to strengthen the curriculum. Leaders ensure that staff receive focused and highly effective support to promote their professional development. Recent training in fine motor development, mathematics and emotional coaching has led to improvements in planning a strong curriculum that strives for the best outcomes for children. Professional development, support and staff well-being is a priority. Staff feel exceptionally well supported by leaders. This results in high staff morale, strong teamwork and effective interactions with children.
• Staff embed a language-rich environment through modelling, narration and signing. For example, during a mathematics activity, staff model creating patterns with conkers and pine cones. Staff compare opening a spiky conker shell to finding 'treasure' and encourage children to talk about how this makes them feel. Staff extend children's learning to create shapes with the conkers and progress on to counting and properties of shape. Children make good progress from their starting points. However, on occasion, delivery of the curriculum is inconsistent in how individual children's needs are fulfilled.
• Children with special educational needs and/or disabilities (SEND) are very well supported. Highly skilled staff and dedicated one-to-one support enables children to access the carefully-thought-out curriculum. Leaders secure prompt external support and ensure the effective use of additional pupil premium funding. Staff are patient and knowledgeable. They purposefully balance close interaction with giving children space, which fosters confidence and independence.
• Partnerships with parents are strong. Staff work sensitively with families, particularly during transition periods into the setting and beyond. Staff adapt settling-in arrangements and providing practical resources, such as home learning activity bags and information packs. Parents describe staff as 'wonderful' and value the care, workshops and consistent communication. As a result, parents feel supported and a part of their children's learning journey.
• The pre-school celebrates diversity and promotes inclusion at every opportunity. Children's cultural identities are celebrated through information gathered from their family culture wheel, photos and a world map display. Celebrations are adapted with sensitivity, ensuring all families feel respected and represented. Children learn empathy, respect and tolerance. They fully embrace fundamental British values in their daily experiences. Children who speak English as an additional language are supported well. Staff use translation resources, pictures and additional one-to-one support.
• Staff create high-quality stimulating environments, both indoors and outdoors. Staff promote curiosity, creativity and independence. Children engage in exciting opportunities, such as gardening, cooking, music and movement sessions. The pre-school's projects, visitors, charity work, and community partnerships broaden children's cultural capital and deepens their understanding of the world.

What the setting must and should do next

The provider should:

• increase consistency in how staff deliver the curriculum to children on an individual level.