Learning Tree Pre-School (Swindon) Limited

What is it like to attend this early years setting?

Children arrive at the pre-school with smiles on their faces. They separate confidently from their parents and form close attachments to staff. Children demonstrate they feel safe and secure in their surroundings. The manager and staff make sure that they talk with families and children about what their lives are like outside the nursery, to help them to plan meaningful learning experiences.

Children behave well and show a good understanding of the pre-school rules and expectations. For example, at group times, children confidently recall the rules and why they are important. Children learn how to share and take turns and are supported to manage their own feelings. Children show care and concern for each other. For example, children support each other when balancing on equipment outdoors and hold the hands of children who need a little support.

The pre-school is highly inclusive. Staff recognise the impact of COVID-19 on children's learning. They work hard to ensure they support children to reach their full potential and to catch up in all areas of their development. Children with special educational needs and/or disabilities and children who are receiving additional funding are superbly supported to learn and develop. For instance, a new intervention room means they have a dedicated space to allow staff to deliver smaller group sessions in a quieter space.

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

• The manager is passionate about providing high-quality care and education. She shares the pre-school vision with staff and it is evident within their practice. Staff feel well supported and describe the team as being like 'a small family'.
• Staff have a clear intent about what they want children to achieve in their time at the pre-school. They provide appropriate planned activities to support identified needs. Staff know children's next steps and monitor their progress from their starting points. Staff are able to focus on areas to develop as a result of clear, precise assessments. However, during children's chosen activities, younger children are not as well supported and this can result in children being disengaged from their learning.
• Partnerships with parents are good. They speak positively about the pre-school and comment that staff share information with them about their child's progress and provide advice on how to support their child at home. Parents and their children's key persons work together to identify children's next steps in learning and development. This ensures continuity in children's care and learning.
• Staff place a strong focus on developing children's language and communication. For instance, captivating group activities support children's communication well. Children are captivated by engaging staff who develop their speech, listening and attention through songs, stories and rhymes. However, staff do not consistently encourage the use of children's home language in their play and learning.
• Children's independence is promoted well. Children are given choices during snack times and serve their own snacks and pour drinks. They are aware of good hygiene practices. Children are confident to approach staff for help if needed. Staff offer praise for their accomplishments and this raises children's self-esteem.
• Children have plenty of opportunities to promote their physical development and their small- and large-muscle skills. For example, children spend lots of time outdoors, running, jumping and balancing. Children show skilful scissor control and good hand-to-eye coordination as they create their own 'aliens' during an art activity.
• The manager and her team continually reflect on their practice. They constantly evaluate the pre-school, and the team works together to make changes and drive improvement. For instance, staff have recently changed the self-registration process for children going to school, to challenge them when recognising their name. Staff access regular professional development opportunities that are linked to the needs of the children, which supports staff to tailor their teaching accordingly.
• The pre-school has developed good partnerships with local schools and professionals. For instance, staff work closely with professionals such as speech and language therapists and specialist teams within the local authority, to give children and families close support.

What the setting must and should do next

The provider should:

• support younger children to be more engaged during times of their chosen activities
• strengthen opportunities for all children who speak English as an additional language to develop and use their home language.