Kings Sutton Pre-School Playgroup

What is it like to attend this early years setting?

Children thrive at this inspirational setting created by dedicated staff. Their welfare and happiness are at the heart of everything staff do. Children of all ages develop close friendships and are particularly caring towards each other. They cannot wait to greet staff with a smile as they arrive and enjoy sharing a cuddle throughout the day. Staff pair new children with a friend to help them learn what behaviour is expected from them from their very first day. Children use good manners consistently without being prompted and show complete respect for the environment. When they hear the tidy up music, they instantly know to put things back where they came from and join staff ready for the next part of the day. Children independently fetch their own sand timers to help them negotiate and share resources fairly with their friends.

Children become deeply engrossed in carefully planned learning moments that staff extend throughout the day. While picking strawberries they have helped to grow in the garden, staff suggest that children place one in the bug house. Children are in awe as this brings out a huge spider and excitedly run and fetch their friends to see it. They confidently share their thoughts and giggle as the spider moves saying, 'It's looking me right in the eyes' and, 'It's a black widow!'. Children listen intently to staff. They follow instructions to take a picture of the spider ready to check later what type it is. Children are careful and understand why to avoid the spider's web. They learn a breadth of new vocabulary and use it while explaining to other children that their discovery was 'camouflaged'. Children radiate independence, especially during their imaginative play. They move chairs and pretend to be on an aeroplane, holding conversations about the weather. When they arrive on 'holiday', they select dressing up outfits and dress themselves ready for the beach.

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

• Staff have an exceptional understanding of how to support children's care and development. They work together as a close-knit team to monitor children's learning. Staff continually identify any gaps and put strategies in place that help children to develop. They share this information with parents and carers promptly so they can further support children's progress at home.
• Staff support all children to make rapid progress in all areas of development. They ensure children, regardless of their starting abilities, are fully ready for school. Staff demonstrate particular dedication and compassion when supporting children with special educational needs and/or disabilities. They carefully adapt the curriculum to ensure that every child can access the high-quality learning opportunities.
• Staff plan exhilarating learning opportunities that keep children highly engaged.
• They use children's interests to discreetly teach them new skills and knowledge. Staff help children to create a dinosaur world from resources in the garden that they continue to play with throughout the day. Children laugh and imitate staff as they shout 'wake up dinosaur' and practise different animal sounds. Staff explain the herb they are using is 'mint' and discuss with children why the dinosaur might like the taste. The children fetch a tennis bat and want to make it into a 'dinosaur land' sign. Staff support them to hold the chalk correctly to make marks on their sign, encouraging them to think about how much money they would charge people to visit the land.
• Staff focus on communication and language in all aspects of their interactions. They hold vibrant conversations with children and give them enough time to think and respond. Staff plan focused small- and large-group sessions to develop children's social skills and confidence when talking to one another. After reading a story about a hungry caterpillar, staff help the children to vote for their favourite food to eat and explain their reasons. Children happily announce, 'I like pickle best' and, 'Me too, but only in a burger'. Children who cannot communicate using words are supported to choose and use visual prompts.
• Staff help children to be proud of themselves and celebrate their achievements. They praise children for trying things for themselves. Children enjoy a high five from staff for washing their hands, choosing fruit, pouring a drink and putting their rubbish in the bin without needing any reminders.
• The setting is exceptionally well led. The manager is passionate about supporting staff well-being and developing the well-established team. She considers children's needs when planning training for all staff. The manager works alongside staff daily and explains that giving instant feedback keeps the high-quality teaching consistent.
• Parents cannot praise staff enough for going above and beyond to support their children's development. They explain that staff are supportive of the entire family, and say the setting is 'the best thing that happened' to them. Parents say the care staff provide for their children is nothing but 'outstanding'.