Landulph Under Fives

What is it like to attend this early years setting?

Children eagerly enter this welcoming pre-school, where staff greet them warmly. They quickly find their name cards for self-registration and decide whether to 'high-five', 'wave', 'hug' or 'find a friend' when entering. Children can also choose to say goodbye to their parents at the 'waving window' before settling quickly into play.

Staff plan their curriculum well to ensure that children make progress. For example, staff introduce new words to increase children's vocabulary and mathematical knowledge. Children learn the names of 3D shapes, such as cylinders, and talk about how an egg looks like an oval. Staff consistently encourage children to count. Younger children count to 10 twice when washing their hands, and older children count independently from one to 20. At the snack table, children begin to recognise numerals attached to the back of their chairs. They talk to their peers saying, 'I've got number four!'

Children play cooperatively and share well. They enjoy being the special helper of the day and carrying out small tasks, such as setting out the plates and cups on the table. Children understand the need to wait their turn, such as when the painting easel has the allocated number of children. They develop patience and a respect for others.

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

• Children thoroughly enjoy being creative. Staff help them to mix colours when painting. Children experiment by mixing red and white paint together to make pink. Staff talk to children about how to make the paint a darker or lighter shade of pink. Children work out that they need more red paint to make it darker. Staff extend this and encourage children to mix other colours to make green and purple.
• Staff implement group activities with children, such as making facial features using dough and teaching children letter sounds in preparation for school. However, occasionally, staff do not plan them well enough to meet children's individual developmental stages to help them understand and remember what they have learned.
• Children learn how to keep themselves healthy. They regularly wash their hands throughout the day and talk about how it stops the germs that make them poorly. During mealtimes, children talk about the importance of healthy foods and know how drinking water helps to wash away bacteria to keep their teeth clean.
• Staff encourage children to develop a love of reading. Children enjoy listening to stories in the pre-school and taking books home from the 'lending library' to share with their parents. Children talk about their favourite parts and characters from the story, developing their literacy skills well.
• Parents report positively on the pre-school and the caring and attentive staff. They comment on how their children have flourished in social and communication skills and how staff provide them with detailed information on their child's progress. The pre-school also uses parents' strengths and occupations. For example, children enjoyed exploring a real tractor and how it works.
• Children develop good communication skills, and staff encourage them to problem-solve and talk about what they are doing. For example, staff ask children how they can make their tower of blocks taller without it falling over. Children work out how to build two towers together to make it stronger. Occasionally, staff ask children too many questions in succession. While some children are keen to answer these, some quieter and less confident children, at times, become overwhelmed and do not engage in the conversation.
• Staff liaise well with other early years settings children attend for a consistent approach. They find out where children need additional support and attend training to help close gaps in learning. For instance, staff learn sign language to encourage younger children to communicate.
• Children develop their physical skills well. Outside, they confidently pedal bikes and negotiate space. Inside, children use one-handed tools effectively, such as pouring water from a jug and using paintbrushes. Older children begin to hold pens and pencils correctly, helping them to form some letters in their name.

What the setting must and should do next

The provider should:

• plan and implement group activities to meet children's individual developmental stages to help them understand and remember what they have learned
• give children sufficient time to answer questions, particularly quieter children, to enable them to participate and develop their confidence further.