Leafield Pre-School

What is it like to attend this early years setting?

Children are safe, happy and making progress. They enjoy being at pre-school and approach their play and learning enthusiastically. They are developing a good understanding of how to manage their emotions and consider the needs of others. For example, older children who have been attending for some time understand that some younger children are still learning to share and take turns. They take this into account when playing with these children and are kind and patient.

Children cooperate well with routines. They understand what is expected of them. They happily help to tidy up and line up quickly, ready to go outside. They find floor cushions before singing and story times and set these out in a circle. This understanding of 'what happens when' helps add to the orderly and calm atmosphere. This means that valuable learning time is not lost.

Children benefit from a curriculum that is broad and interesting. There is a strong focus on developing personal, social and communication skills. They take part in a range of well-planned activities that promote these aspects of their development effectively. Children make friends, talk confidently and develop good levels of independence.

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

• The manager and deputy form a very effective leadership team. They are good role models for other staff. They lead by example and deliver consistently high standards of teaching. Staff feel valued and appreciated.
• Leaders and the manager act with integrity. They carefully consider how best to use any additional funding to best effect. They make all children feel equally welcome. They work effectively with other professionals to meet the needs of children who need extra support to meet their full potential.
• Staff sequence children's learning well. Children show they are remembering what has been taught. For example, they can join in with a range of songs and stories. Staff make good use of opportunities to teach children about numbers and counting. Children then use this understanding in their own play. However, staff have not fully considered how to introduce the safe use of technology into the curriculum to enhance children's learning further.
• Children form warm attachments with the kind and caring staff. Staff know children well and take time to talk with them about their families and interests. Children are confident to ask for help when needed and equally confident to try and do things for themselves.
• Children enjoy their learning. They are excited to go outside and use the large equipment to develop their physical skills. They look forward to snack times and story times. They move confidently around the pre-school, exploring the resources and enjoying their play.
• Staff deliver a targeted programme of learning, in preparation for children starting school. They help children understand and look forward to this next phase in their education. They teach children a range of practical skills, such as how to manage their own toileting and change their clothes. They also teach children to recognise their names and distinguish different sounds, in preparation for more formal phonics teaching at school.
• Overall, the quality of teaching is good. All staff are confident and skilled in delivering structured learning experiences, such as story times. Some staff are less confident about joining in children's self-chosen play to help extend children's learning further.
• Staff help children to enjoy the benefits of a healthy lifestyle. They ensure children get plenty of fresh air and exercise. They identify children who are more anxious about trying new foods and gradually introduce them to new fruits and vegetables. These children learn to enjoy these new tastes.
• Those with oversight have good systems in place to monitor the quality and sustainability of the pre-school. They hold regular meetings and have professional and close working relationships with the manager. This has a positive impact on maintaining high-quality provision.

What the setting must and should do next

The provider should:

• build staff's skills and confidence to enable them support children's spontaneous play and learning more effectively
• develop children's understanding and use of how to use technology purposefully and safely.