Laxfield Pre School

What is it like to attend this early years setting?

Children feel safe and secure. They are becoming independent and developing the key skills needed to be ready for school. Children show a good attitude to learning. Staff mostly organise the session well, to meet children's individual care and learning needs. Overall, children behave well and enjoy staff praise for their individual efforts. Children arrive eagerly and are greeted by friendly and caring staff. Children readily go off to find their friends and choose what they want to do from the varied and interesting range of activities provided for them. Staff store resources well, to enable children to access them independently.

Children who learn best from being outdoors are able to do so. Staff plan for all areas of learning, both indoors and outside. Children enjoy taking part in the 'Children's Council' where they inform staff of the activities that they would like in the setting. Staff ensure that, as much as possible, these are provided. For example, a child said that they would like to bake some biscuits, so staff provided for this, taking into account children's individual learning needs. Another child wanted to play the guitar, so a member of staff sourced a guitar for the children to explore using.

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

• Staff know the children well and are actively engaged in their play. They build on what children already know, in an organised and sequential way. Children with special educational needs or disabilities are supported well to make the best possible progress.
• Children actively seek out staff to share in their play. For example, they do yoga together, using a book for reference. However, staff do not organise routine transition times well, such as moving from play activities to lunchtime. Children do not remain engaged, and their behaviour deteriorates.
• Children show a good interest in adult-led activities. However, staff do not always organise these well enough to enable those who want to participate to be able to do so. This sometimes leaves children upset and frustrated.
• Staff help children to develop independence in the setting. Children know to wash their hands before eating and after toileting. Staff help children to learn about keeping healthy. Children talk confidently about oral hygiene and the need to limit the amount of sugar that they eat.
• Children show good levels of curiosity about the natural world. For example, they take part in a 'Nature Scavenger Hunt', ticking off items they have found. Children delight in showing others the bugs they have found, such as a beetle. Staff present new vocabulary to children, such as introducing the word 'bark' as part of children's learning about a tree trunk.
• Staff support children's speech and language development effectively. They use signing and pictorial prompts to support children's developing vocabulary. Staff engage children in conversation and listen to what they have to say. They respond well to the babbles and gestures of babies.
• Overall, staff work well with parents. Parents report that they are happy with the service that is provided and value the good levels of communication. Parents appreciate the stay-and-play sessions that have been reinstated following changes that were made due to COVID-19. Parents describe staff as 'friendly' and 'caring'.
• The manager and staff ensure that children receive any additional funding that they are entitled to. However, they do not seek parents' views on how the early years pupil premium could be best spent, to promote the best possible progress for their children.
• Since the last inspection, the provider has met their legal obligation to inform Ofsted of changes to the nominated person and committee members. The manager has a clear vision for the continuous improvement of the setting. Staff work very well as a team. They have regular opportunities for supervision, to support their well-being and monitor practice. Staff training needs are met.
• Staff have established partnerships with the host school. This helps to ensure that children are fully supported as they prepare for the next stage in their learning, such as moving into the Reception class.

What the setting must and should do next

The provider should:

• review and revise the organisation of the transition between routine activities, to ensure that children continue to enjoy a high standard of play, teaching and learning
• support staff to plan adult-led activities, so that children who want to participate are able to do so
• involve parents in decisions about how the early years pupil premium funding for their children is spent.