Le Prairie Childcare

What is it like to attend this early years setting?

Children arrive eager and ready to start their day. They find their name card and self-register by placing their photo in a choice of boxes that indicate if they feel happy or sad. Children have a range of resources and activities to choose, both inside and outside. For example, children use shaving foam as 'cement'. They skilfully spread the foam over the bricks and build a tower. They describe that they are building a 'massive tower'. Children are developing their physical skills. For example, they use water, large brushes, and rollers to paint the fence. They roll the roller up and down, covering the panels.

Children have secure relationships with staff. They are confident and eager to learn. Children are encouraged to be independent, for example, as they choose what fruit they would like at snack time and pour their own drinks. Children behave well. They say 'please' and 'thank you' and are respectful of their friends and staff. Children follow good hygiene procedures. They wash their hands before snack, after playing outside and after they have been to the toilet. This helps them to learn some of the self-care skills they need for the future.

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

• Staff know their key children well and provide a sequenced curriculum based on their interests. They challenge the children, encouraging them to learn new concepts through themes. Staff support and encourage children to build on what they already know and can do.
• Staff support children's communication and language well. They listen to children and skilfully repeat back sentences, sensitively reinforcing the correct pronunciation. Staff read to children, pointing out the objects in the book for children to name and describe.
• The manager and staff have a vision for the pre-school and have high expectations of what they want the children to learn. They support the children to be independent, resilient, and physically active. For example, young children learn to balance and climb the slide.
• Staff work closely with parents, informing them about what the children are learning, so this can be continued at home. There is an effective key-person system in place, which supports children's well-being. Parents are kept updated about their child's progress and next steps. Parents state that they feel that staff communicate well, and they feel included in their child's learning journey. Additional funding, such as early years pupil premium, is used effectively to support children's development and experiences.
• Children make good progress from their starting points. Staff plan interesting, stimulating and targeted activities to support children. Staff teach children about eating healthily. They discuss with children the foods that are good for them and those that are not. They show children different types of fruit and vegetables. They cut them up so that they can see what they look and feel like inside.
• The manager is reflective. She ensures that children have room and space to play and explore. For example, she has recently introduced a new room where children can have targeted support. For example, children who are moving on to the next stage of learning can spend time preparing for school.
• The manager reflects on staff practice. For example, she completes peer observations on the staff and provides feedback on practice. She carries out regular supervisions to improve staff knowledge and provides regular training. However, staff development is not targeted enough, which results in some staff not fully understanding the learning intentions of some activities. This prevents staff being able to make the most effective use of some learning opportunities.
• Staff help children to understand mathematical concepts. Children are encouraged to use the language of size, such as 'bigger', 'smaller', 'taller' and 'shorter'. They compare themselves to each other and objects in the environment.
• Leaders and staff promote healthy lifestyles. They work with parents to provide children with a balanced and nutritious diet. Staff have a good understanding of children's allergies and preferences. Staff promote good oral health. Children play with toothbrushes and toothpaste, carefully cleaning the pretend teeth. Staff explain to children the benefits of looking after their teeth. This helps to promote children's health and well-being.

What the setting must and should do next

The provider should:

• support staff to have a consistently clear understanding of the learning intentions of activities to promote the best quality teaching and learning opportunities for children.