Kingswood Pre-School

What is it like to attend this early years setting?

Children can access the outdoor space throughout the session, enabling them to choose where they wish to play and learn. They excitedly show visitors what they know and remember. Children eagerly approached the inspector to animatedly explain how they look after their teeth. They confidently demonstrated how to use the toothpaste and a toothbrush. Staff skilfully build on children's interests. They look through a book about dentists with children, name dentistry equipment, and children enthusiastically talk about their own experiences. This contributes to extending their vocabulary and communication skills. Children also have lots of fun when they take part in focused music and communication groups. These are planned to support all children, including those who speak English as an additional language, to become more confident communicators.

Children practise their early mark making and draw their own 'plans' in the construction area. They search for suitable bricks to bring their creations to life. This helps children express their creativity as well as beginning to recognise that marks have meaning. Outdoors, they develop their balance and coordination when they use equipment, such as the stilts. Children proudly say, 'I'm walking!' They know how to keep the environment safe and clear. Children independently fetch a broom to sweep up the sand. They quickly put toys and resources back where they belong when it is time to tidy up.

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

• The leadership team is keen for staff to develop professionally. Staff recently visited the local authority 'Best practice room'. This inspired staff to reflect on the environment and make beneficial changes. For example, staff have developed a cosy area for children who might need a quiet space.
• Children attend for shorter periods when they first start to allow them to get used to the setting and the staff. The majority of the children arrive happily and separate from their carer with ease. However, the key-person approach is not fully embedded. For example, children who are not yet settled, or unsure on arrival, do not always have that special person available to offer consistent support and reassurance.
• Staff have organised snack times to provide many learning opportunities. For instance, children start to recognise written words, such as 'open', to indicate snack is ready. They learn the names of different fruits and discover what they look like, both when they are whole and cut up. Children pour their own drinks and demonstrate their growing social skills when, for example, they politely ask their friends if they would like some milk.
• Children begin to understand what makes them unique. Parents share photos and provide information about their family celebrations. Children talk about the different breads they see on a poster. They recognise the naan bread they make at home. This sparks an animated conversation about what is important to them. Staff make sure that all children feel included. For example, they notice if children are wandering, ask if they are all right and invite them to join in.
• There is strong support for children with special educational needs and/or disabilities (SEND). A dedicated SEND team observes children from the start, which enables staff to quickly identify concerns and introduce timely interventions. Staff use strategies such as signing and visuals to help all children, including children with SEND and those who speak English as an additional language, to understand the rules and routine.
• Parents provide information about what their children already know and can do when they first attend. The key person uses this information, and their own observations, to decide how to help all children make progress. However, staff are not fully involved in how additional funding is used to be able to assess the impact this has on individual children's learning and development effectively.
• The pre-school staff share relevant information with other settings the children attend to promote continuity. They build effective partnerships with teachers, from schools the children are due to attend, to smooth transitions.
• Parents and grandparents speak highly of the pre-school and the staff team. They say their children are more confident as a result of attending the pre-school. Parents of children with SEND appreciate the support they receive from staff and say that they 'can't thank them enough'.

What the setting must and should do next

The provider should:

• strengthen the role of the key person further so that it is consistently effective in promoting children's emotional development
• involve staff fully in the decision-making process for how additional funding is used so they can be better equipped to assess the impact it has on children's learning.