Leesfield Pre-School Group

What is it like to attend this early years setting?

The motto of 'watch us grow' is truly embedded across this nurturing setting. Children arrive with smiles on their faces and cannot contain their excitement to play with their friends. Staff are good role models. Overall, they provide children with clear expectations for their behaviour. Children have a strong sense of belonging and are proud to be part of this vibrant setting. They settle well, feel safe and are happy. Staff provide children with a curriculum that is built on what children already know and can do. For example, staff have introduced activities to further enhance children's interest in mathematics. Children enjoy counting and can skilfully talk about the properties of two-dimensional shapes. Staff think carefully about the skills that they want children to acquire in readiness for their next steps in learning, including their eventual move on to school. Children's learning builds on what they have learned before. They develop good levels of independence and, in the main, show positive attitudes towards their learning.

Staff foster children's love of reading effectively. They carefully select age-appropriate texts and read to children with animation. Children show high levels of interest while listening to stories. They talk about visiting the local library and take books home to share with their families. Staff encourage children to be physically active from a young age. For example, they take children to the local park to use play apparatus and cheer them on while they complete assault courses. Children show excellent physical dexterity. They beam with delight while running, balancing and hopping outdoors. They are keen to take on new challenges, such as learning how to ride a scooter.

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

• The setting continually reflects on ways to help children to achieve better outcomes in their play and learning. For example, staff have redeveloped the learning environments to promote children's speaking and listening skills. Children show excellent communication and language skills while discussing new resources. They talk about creative collages and models that they have made. Children are confident communicators who use a wide range of vocabulary.
• The setting has recently introduced a new curriculum, which is broad and ambitious for children. It focuses on the important knowledge children should learn and which order this should be taught in. However, some staff are not clear on what leaders intend children to learn. This means that some activities are not always best matched to children's current level of development. Consequently, some children lose interest in their learning.
• The setting identifies children with special educational needs and/or disabilities (SEND) exceptionally well. No stone is left unturned in staff's pursuit in getting children the support that they need. Children with SEND make good progress and blossom at this caring setting.
• In the main, children behave well. They are loving and caring towards others. However, some staff are not consistent in their approach in helping children to understand what is expected of them. This means that, on occasion, some children struggle to regulate their own feelings and emotions.
• Partnership working is a cornerstone of this inspirational setting. Parental partnerships are at the heart of the setting's success. Parents and carers work together to develop areas of the setting, such as a new curiosity garden that oozes awe and wonder. Parents are heavily involved in helping to fundraise for the setting and attend themed events, such as a Halloween party. Parents attend meetings with staff to discuss their children's progress. Links with local schools and external professionals are rooted in trust and respect.
• The setting provides staff with a comprehensive programme of professional development. It supports staff well during supervision sessions and appraisal meetings. Staff's workload is managed well, and the setting gives their well-being high priority. Staff morale is high. They reported that working at the setting is like being part of 'one big family.'
• The setting uses additional funding exceptionally well. It purchases resources to support children's sensory development. Children relish exploring the colour and brightness of different lights and are fascinated while feeling the texture of different objects. Furthermore, the setting provides children with activities that they would not usually experience. Children in receipt of a funded place make good progress.
• The setting supports children to gain a good understanding of similarities and differences between themselves and others. Children relish learning about festivals and celebrations. They learn about their local community and the people who help them. For example, children recall a visit from the local fire and police officers, where they learned about keeping themselves safe outside the setting. Children are well-rounded and tolerant individuals.

What the setting must and should do next

The provider should:

• better support staff to understand what leaders intend children to learn
• strengthen staff's understanding of how they can better support children to manage their own feelings and emotions.