Leen Mills Pre School Playgroup

What is it like to attend this early years setting?

Children are warmly welcomed into this nurturing and caring setting. They are looked after by staff who know them well. Leaders have an excellent knowledge of the families and the local community. Leaders have created a curriculum that ensures that children have a wealth of opportunities that enhance their own experience. This means that children have a strong foundation before they move on to school. Children's physical development is very well planned for. The setting has a specialist yoga teacher who supports children to develop their core strength. Children are able to use their strength to 'pack heavy vegetables for customers at the Farm Shop'. Children use their fine motor skills to label their 'recycled material models' as they create them. Children are very proud of their achievements.

Children are supported through an enriching learning environment. The recently developed outdoor area has been well-designed to meet the needs of the children at the setting. Children enjoy being outside and taking part in water-play. There are squeals of joy and delight as children see the water change colour when they create their own recipe for 'spaghetti soup'.

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

• The manager has a clear intent of what she would like children to know and to learn. As a result of this, leaders have created an ambitious and well-planned curriculum. Activities are based around the children's interests, and children are encouraged to join in. On some occasions, staff do not organise group activities well enough. This means that some younger children lose concentration with the activities on offer as they sit listening for too long.
• Children have a love of books in this setting. They understand how books work and to look after books carefully. Children take the time to read books independently. They use the words and props from the stories that staff have read to them to make up their own stories and songs with confidence. For example, children undertake role play independently to create their own scene from their storybook 'Under the Sea.' Each character 'swirls and whirls and swim along with the waves, looking for their sea creature friends'.
• Staff support children with special educational needs and/or disabilities well. As a result of this strong teaching, children make very good progress from their starting points. Children who speak English as an additional language are also well supported. Dedicated and knowledgeable staff ensure that vocabulary development is well planned for.
• Children are kind to each other, and they play well together. Older children enjoy helping the younger children with their learning. They work together as a team as they create their recycled material models. Without needing to be reminded, children share the sticky tape as they join the boxes together. There are times when staff are too quick to support children with tasks that they could do themselves. This means that some children are not as independent as they might be.
• Staff ensure that there are positive transitions into the setting and support children as they prepare for their next stage of education. The setting has forged effective relationships with local schools in the area. This means that children are confident to start school and that teachers have the information they need for children to carry on making good progress from their starting points.
• Staff say that they feel very well supported by leaders at the setting. The team has been working together for a long time, and this positively impacts on outcomes for children. Staff receive in-depth training and well-being support through highly effective supervision. The manager provides effective mentoring support that helps staff to develop their daily practice.
• Staff involve parents regularly with reports of how their child is progressing at the setting. Parents are supported with ideas of how they can help at home. This strong relationship between parents and the setting ensures that children receive a consistency of education and care.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure that they meet the needs of all children
• give children time to try things for themselves before stepping in to support them.