Layer Preschool

What is it like to attend this early years setting?

Children flourish in this welcoming and cosy pre-school. Staff pack away the pre-school due to the multiple use of the venue, however, the dedicated staff take great care and time to create a fun and rich learning environment for children. There is a strong emphasis on supporting children's well-being and promoting outdoor learning in the natural environment. All children, including those new to the setting, settle quickly as time is given to ensure children feel safe and secure. Children happily arrive and are keen to explore activities on offer. Settling-in sessions for new children are tailored to meet the needs of the individual child. They leave their parents with ease and engage in their play with enthusiasm. The ambitious curriculum is designed around children's interests, and builds on what they already know. Therefore, activities provided capture children's curious minds and there is a busy, calm and happy atmosphere throughout the session.

Children demonstrate they are confident and have established warm and trusting bonds with their key person. All staff members speak knowledgeably about the children in their care. Children have made friendships and are kind to one another. Staff are very respectful of children's individuality and what is important to them. They are attentive and speak kindly to the children, who demonstrate good manners. Children understand the high expectations of the pre-school and enjoy the praise and positive reinforcement they receive. The management and staff team positively promote and support the skills children need to be independent and confident learners. This means children are well prepared for the transition to school.

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

• Children relish their time outdoors. They make decisions about where they want to play and can flow freely from indoors to the garden. A well planned and considered curriculum outdoors, ensures those who prefer to explore outside access quality activities that support all areas of their learning.
• Children work well together, for example they decide to use planks and tyres to build an obstacle course. They persevere and negotiate how they will balance safely and talk about it being 'sturdy'. They have fun in the fresh air and giggle as they test out the track.
• Children are thoroughly absorbed in their chosen activity. They show sustained concentration as they huddle and make potions in the mud kitchen. They skilfully fill pots from a water butt independently, to add to their mixture. They make predictions as to what is needed when it is too 'runny'.
• Children make good progress in their speech and language development. This is because staff have a good understanding of how to promote confident communicators. They model language well and introduce new words to extend children's vocabulary. For example, staff discuss ponchos and wigs, and the materials they are made from, as children dress up and use these in their role play.
• Children are provided with a broad curriculum that covers all the areas of learning. Younger children explore with shapes, numbers and colours as an early introduction to mathematics. However, at times, mathematical activities for older children do not build on and extend their learning. This does not fully help them to build a deeper knowledge and understanding of additional mathematical concepts.
• Children have many opportunities to make marks and learn the skills for early writing. They use water and brushes to paint in the garden. They strengthen their muscles as they manipulate dough. Children proudly draw pictures for their parents. Displays and celebration of children's art work create a real sense of belonging. Children delight in the reassurance and praise they receive for their achievements.
• Children's behaviour is good. This is because a sharp focus is given to support children's well-being. Stories and activities help children learn how to express their feelings and emotions and regulate their behaviour.
• The team have established strong partnerships with parents. Parents value the communication with staff and the support their children receive. They comment the staff are friendly, approachable and welcoming. Parents say there is a constant two-way flow of communication. Therefore, parents feel fully included in their child's development, progress and achievements. Parents appreciate the time taken every day to greet and welcome their child.
• Staff are led by a committed and dedicated management team. All staff speak enthusiastically of their roles at pre-school. They say they feel valued and that their welfare is considered. Staff speak of the support and encouragement they receive for their own personal development, therefore, staff retention is good. Staff recognise this has a positive impact for the children.

What the setting must and should do next

The provider should:

• strengthen opportunities for the most-able children to develop a deeper understanding of mathematical concepts.