Kind Hearts Pre School

What is it like to attend this early years setting?

The enthusiastic, experienced, and committed team ensure this pack away pre-school is welcoming and inspiring. The staff know the children well as they have invested time in getting to know them and their family before the attend. This means activities are planned to build on what children already know and what they need to learn next. Planning in the moment is fully understood and children can lead their learning as the curriculum is designed around the children's interests. For example, staff respond to children's experiences of visits to the doctor. They create invitations to learn through well-planned activities and appropriate resources. Children act out real-life scenarios as they take care of their friends. They learn the skill of applying plasters and bandages. They make potions and medicines using tubes, petals, and leaves. Children are keen and eager to try new things and show curiosity asking questions.

Children demonstrate they are good communicators, and the staff provide them with opportunities to learn the skills they need for the transition to school. Staff ensure the pre-school is fully inclusive and resources are easily accessible to help children initiate their own games. The gentle, nurturing staff are skilful in their interactions. They provide children with ample praise and encouragement for their efforts. Children are confident. They have a sense of belonging and self-worth as putting the children first underpins everything the staff team do. Children listen with intent and follow staff's instructions and their behaviour is very good.

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

• The management, and team of staff ensure the curriculum is planned around the children's interests and is embedded across all areas of learning, both indoors and outdoors. The staff have a good understanding of child development and where children are in their progress.
• The quality of teaching is good. The education programme ensures learning for all participating. This means all children, including those with special educational needs and/or disabilities, achieve good outcomes and are prepared for their transition to school and successful future learning.
• Parents speak highly of the pre-school and say their children settle quickly and have made friends. They comment on the welcoming, supportive, and patient staff. Many spoke of the good communication and how well the team manage their children's individual needs. Parents value the regular updates they receive on the parents' app and termly reports.
• Children's speech and language is supported throughout all activities. On arrival, children are encouraged to self-register. They post their name in a 'feelings' pot, this prompts conversation about their emotions as they start their day. Children have developed close and trusting bonds with their key person. They are supported to regulate their own emotions and conflicts that may arise.
• Children are encouraged to make decision for themselves and are fully supported by the attentive staff. For example, staff understand children may not all be hungry at the same time. Therefore, systems in place enable children to decide when they are hungry and when to eat snack or lunch. Mealtimes are regarded as a sociable time, and lots of conversation takes place. This also means children's play is not interrupted.
• The management team is effective, and the staff are aware of their roles and responsibilities. The sessions run seamlessly. The managers are passionate and motivated to provide quality care and education. All members of staff share their commitment and work collaboratively. They have a clear vision of what they want to achieve to improve outcomes for children attending.
• Opportunities are in place to support staff to continue their own professional development. They understand the importance of training, to enhance the education and care that children receive. All speak positively about their roles and genuinely enjoy they time at work. The managers value the team and time is spent to ensure the well-being of her staff is maintained.
• The manager and her team recognise the importance of developing relationships with other early years settings children also attend. They understand the value of sharing children's learning and progress, to provide continuity when children attend more than one setting, however this is not fully embedded in practice.
• Children relish their time outdoors. They draw maps and engage visitors to the pre-school in their game as they follow the map to find an imaginary river. They have ample opportunity to develop their physical skills. They negotiate space as they ride bicycles and run around making attempts to catch butterflies in nets.

What the setting must and should do next

The provider should:

• strengthen partnerships with other early years settings children attend, to provide the best possible support for their learning and development.