Lavenham Pre-School

What is it like to attend this early years setting?

Children look forward to attending the pre-school. They adapt well to the arrangements put in place in response to the COVID-19 (coronavirus) pandemic. For example, they understand that their parents do not currently come into the pre-school and confidently say goodbye to them at the entrance. Children delight in spending time in the outdoor space. They share close interactions while scooping, stirring and pouring the sand and soil mixture in the 'mud kitchen'. Children talk to staff about what they are creating and quickly find additional pans and spoons to extend their play. They show high levels of motivation to find out new things and test things out.

Children with special educational needs and/or disabilities (SEND) are quick to discover activities that reflect their interests. For example, they enjoy making marks on the interactive whiteboard and skilfully identify familiar numbers written by the staff. They feel at ease and, with sensitive encouragement, learn to sit alongside others during mealtimes. Behaviour is very good. Children show high levels of independence and confidently do things for themselves. For example, they prepare their own buttered crackers and very kindly pass on the bowl of butter for others to use.

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

• Staff get to know the children in their care really well. They have a good understanding of what they want children to learn and the order in which they need to learn it. Staff are fully aware of the impact that the COVID-19 pandemic has had on some of the children. For example, they increase opportunities for children to talk to one another in small groups to practise their speaking skills.
• The key-person arrangements are particularly supportive of the needs of children with SEND. When children find it more difficult to settle, staff are quickly on hand to offer reassurance and comfort. Staff work closely with parents to support children's care routines, including times when younger children are learning to use the toilet.
• Staff create many opportunities for children to tackle new physical challenges and experiment with their large body movements. They encourage children to walk carefully along the wooden planks, supporting them to get up and have another go when they stumble. This helps children to build their resilience and refines their balancing skills.
• Staff work hard to create inviting spaces to inspire children to access books and talk about stories. Children make good use of the new outdoor reading area to revisit familiar texts and develop their own storytelling skills. They also delight in visiting the nearby library to choose from an even wider range of books. This helps to support their early literacy development.
• The manager demonstrates a passion and ambitious vision for the future of the nursery. In the short time she has been in her role, she has worked with leaders and staff to develop comprehensive plans to extend the provision for children. Staff feel that the manager supports them well in their roles. For example, there is an effective programme of supervision to support staff to enhance their practice, identify training and monitor their workload.
• The manager is keen to extend the links with schools and other early years settings to help enhance the continuity in children's learning. However, staff are sometimes unclear on how to extend the oldest children's knowledge and skills to ensure this is consistent with what they will experience in school.

What the setting must and should do next

The provider should:

• strengthen links with other early years providers and local schools to help enhance continuity in children's learning and development.