Kingfisher Preschool

What is it like to attend this early years setting?

Children are happy and confident in this pre-school. Staff create a welcoming and friendly learning environment. On arrival, parents come into the nursery building and spend time playing with their children before they leave. Relationships between staff and children are strong. Staff recognise this enables them to gain a good understanding of children's individual needs and supports parents to understand how to encourage learning at home. Staff promote children's emotional well-being and support them to understand and express their emotions. For example, children cuddle staff and discuss their feelings before running to play with their friends. Children new to the pre-school quickly settle into the group. Routines are clear and staff alert children in advance to any changes in activity. Children respond positively to instructions and listen well. This helps children to know what is happening next to help them feel safe and secure.

Children of all ages are curious and eager to learn. They show interest as staff guide them to water the tomatoes and marrows growing in the greenhouse and learn why the bees are visiting each flower. The curriculum is ambitious for all children. Children are well prepared for the next stage of learning. Staff support children to develop a love of the outdoors and nature to help them learn about the world around them. For example, older children enjoy visits to the local beach and woodland. Younger children develop social skills and friendships, driving toy tractors together in the outdoor play area.

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

• The experienced team of staff have a strong understanding of child development and how children learn. Staff review and adapt the curriculum well to build on what children already know and can do. Children of all ages make good progress in their learning and development.
• Young children speak confidently and fluently. Staff's conversations with children are meaningful. For example, staff give children time to respond to questions to help them express their thoughts and ideas. Children play with dinosaurs and use the names 'Allosaurus' and 'Tyrannosaurus' to describe them. Children of all ages use sign language confidently and effectively, which helps them to be able to communicate their needs. However, at times, staff do not manage the noise levels effectively, which has an impact on children's focus and concentration.
• Staff enjoy working in the pre-school and report how they feel supported by the provider. Staff receive regular opportunities to develop their professional skills through a wide range of training opportunities and regular staff meetings. They have recently undertaken a range of courses to understand how to support children better in their language and communication. As a result, staff have implemented new strategies to develop children's speech and range of vocabulary, which has had a positive impact on children's progress.
• Staff nurture children's confidence and self-esteem well. For example, they encourage children to persevere with tasks and celebrate their achievements. Children use their imagination as they role play in the home area, pretending to cook food in the toy kitchen and feed the baby dolls. However, staff sometimes intervene and do things for children, rather than guiding them to develop their independence further. For example, staff dress the dolls instead of supporting children to do it.
• Parents are positive about the care their children receive in the pre-school. They report that they feel well informed about their children's progress and that communication is effective. Parents comment on the good progress their children make, especially in their physical and social skills. They say that children are happy, safe and well cared for. Parents feel supported by staff in childcare matters, for example toilet training.
• Staff support children to develop a love of numbers and counting. Mathematics is embedded into everyday play. Staff use mathematical language for quantity and size as they talk with children. Young children count the number of cuddly toy owls in the book area and show pride in their achievement.

What the setting must and should do next

The provider should:

• consider ways to reduce background noise to support children's concentration further and promote engagement in learning
• support children further to engage in activities independently to promote their self-confidence, resilience and problem-solving skills.