Kymbrook Pre-school

What is it like to attend this early years setting?

Children are comfortable and settled, thoroughly enjoying their time at this nurturing setting. They greet staff at the door, telling them their news before running in to explore the resources. Children demonstrate positive attitudes and respond to the high expectations of staff. For example, they ask to do further exercises, carefully copying the illustrated prompt cards. Children work cooperatively and enjoy the challenge of completing tasks together. For instance, they follow a simple recipe to make coloured dough, working out when to add more flour and describing the colour as they add different food colourings.

Children of all ages mirror staff's good example and are kind and caring. Older children attending the out-of-school club interact sensitively with the younger children. They enjoy reading to them and offer them lots of praise. Younger children respond to this, frequently copying the speech and very good behaviour of the older children. Children are gaining a good understanding of feelings. For example, they look at pictures and competently describe how the characters are feeling. Children develop their independence and physical skills. They concentrate as they hit the ball to each other when playing tennis, and challenge themselves as they place a plank across tyres and carefully balance as they walk along this.

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

• The manager and committee have addressed the actions set at the last inspection. They ensure that all committee members are aware of their role and that appropriate suitability checks are completed. The manager maintains a positive attitude to continuously improving the setting. All staff receive regular supervision that aids them in developing their practice. Staff report that they feel well supported.
• The manager and staff have a very good knowledge of each child. This is a key strength and contributes to the good progress all children make and to the effective use of any additional funding. Staff understand what each child needs to learn next and offer them interesting play opportunities. The manager accurately monitors children's progress, quickly noting any weaker areas in their learning and supporting staff to address these.
• Children develop good language and communication skills. Staff are diligent, listening carefully to children and encouraging them to build on what they are saying. For example, children use pipe cleaners to make a mosquito. They talk about the swelling caused by mosquito bites and the fact that sometimes mosquitos are so small that they cannot be seen. The sensitive staff interaction and individual support particularly aids children who speak English as an additional language and they make good progress.
• Children show their enjoyment of books. Staff read with enthusiasm and animation, capturing children's attention. Children become engrossed as they are fully involved in discussing and remembering stories, often using props as they retell these.
• Staff encourage children to recall their knowledge. For example, when children play with a toy butterfly, staff encourage them to describe how a caterpillar makes a cocoon before emerging as a butterfly.
• Through discussions and practical activities, children gain a good awareness of differences. For example, they celebrate festivals that are special to them and bake using international recipes. They share their favourite songs and foods, helping them to understand that all are unique and have different views.
• Parents speak highly of the setting. They praise staff, stating that they really care about the children and make the setting 'a home-from-home'. Parents report that staff communicate very well and work in partnership with them, supporting parents to build on children's learning at home.
• Staff are clear about the intention of activities. They generally support children well, so that children's development is promoted and they enjoy their play. However, on occasion, staff do not fully encourage children to think critically and solve more complex problems as they arise during play.
• Some routines during periods of transition, such as at the beginning and end of sessions, are not always as well organised as possible. At this time, some children become restless and the noise level increases. This makes it difficult for children to listen and engage.

What the setting must and should do next

The provider should:

• support staff to make increased use of opportunities to help children to think further and solve more complex problems as they encounter them
• review the organisation at times of transition, both during the out-of-school club and pre-school sessions, so that all children remain involved and continue to enjoy their time.