Kirkby Malzeard Pre-School

What is it like to attend this early years setting?

Children are extremely happy and settled in the pre-school. On arrival, they are greeted enthusiastically by the warm and caring staff. Children know the routine well. They confidently hang up their coat, place their lunch boxes in the trolley and go to the bathroom to wash their hands before they go and play. Children feel safe and secure. They speak confidently to staff and initiate friendly conversations with peers. Group times are organised well. Children of different ages remain fully focused and engaged. For instance, younger children happily join in with songs and rhymes. Older children count accurately and are challenged to consider how many is left when one is taken away.

Children behave extremely well. They show good levels of cooperation with each other and staff. Children know that there are key times during the day when they need to tidy away the toys and are always willing to participate. They are extremely polite. For instance, children are rarely reminded to use good manners and respectfully ask if they can leave the table when they have finished eating. The manager and staff are sensitive to the impact the COVID-19 pandemic has had on the children and parents. They used technology effectively to maintain contact with families when the pre-school had to close.

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

• The committed and dedicated staff team are skilled at supporting children's play and understand how they learn. They plan a wide range of exciting and stimulating activities based on what children are interested in and their next steps in learning. Children demonstrate their learning as they confidently recall how they planted their seeds and what they need for them to grow.
• The manager monitors staff's practice effectively. Arrangements for the supervision of staff are fully embedded. All staff have opportunities for continual development to build on their current teaching skills further.
• Staff support children's communication and language development exceptionally well. They introduce children to new words, such as cowslip. Staff encourage older children to think more deeply. For instance, children are encouraged to think about what ice is made from and what will happen when it gets warm. Staff support younger children's growing vocabulary by repeating and rephrasing words back to them.
• Children use their imaginations as they play. Younger children pretend to serve tea cakes to visiting adults. Older children pretend that they are firefighters and are going to put out a fire. Adults join in their play, challenging older children to think about how those people trapped in the fire might be feeling.
• Staff engage with the local community well. For instance, they join in with local celebrations, such as the village show. The pre-school works effectively with the on-site school when children move on. Staff organise trips and outings for children to experience the wider community.
• Parents are exceptionally happy with the care their children receive. They describe the pre-school as 'phenomenal', and that staff are 'fantastic and always smiling'. They are happy with the communication they receive and say it is a 'safe and happy environment' for their children to be in.
• Overall, children's independence skills are supported well. Children put on their own coats and shoes before they go out to play. However, at snack times staff miss opportunities to support children's independence skills further.
• Staff promote children's good health well. They provide healthy foods and drinks at snack time. Children enjoy fresh air and exercise as they play outside. Staff teach children about good oral health. For instance, they learn to brush their teeth correctly.
• The management team and staff are constantly evaluating their provision. They have clear plans on how they can reintroduce parent consultation sessions.
• Staff talk with parents on a regular basis and keep them up to date on their children's progress. Parents regularly share their children's interests from home. However, staff do not gather detailed information from parents about what children can already do and what they know when they first start, to maximise their learning.

What the setting must and should do next

The provider should:

• provide more opportunities for children to develop their independence skills at snack time
• gather more comprehensive information from parents about children's achievements and skills on entry to plan even more meaningful experiences from the start.