Leigh Road Baptist Church Pre-School

What is it like to attend this early years setting?

Children look forward to attending this inclusive and supportive setting. They arrive excited and ready to explore. Staff are warm and encouraging. They act as strong role models for sharing, turn-taking and respecting others. Children learn the values of waiting for their turn and including others in activities. Staff set clear and consistent routines and expectations for behaviour. As a result, children behave well and transitions between activities run smoothly. Children want to help tidy up and support the adults. Staff get to know children well and make sure they are included in all opportunities for learning. Children therefore develop a sense of identity and positive self-worth. They quickly become confident and independent explorers.

Staff create an environment that is stimulating and engaging. Children are therefore highly engaged in play. They carefully pour water to make potions and use coordination to catch toy frogs with nets in water. Children navigate spaces on push bikes and listen to stories with awe and wonder. They seek out opportunities to express themselves. Staff praise children for using play dough, paints, stickers and pencils for creations. They encourage children to sing, dance and make sounds with instruments. Children therefore take pride in their achievements and quickly become expressive learners.

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

• Staff create social and enjoyable snack and mealtimes. Children eagerly join friends to talk about the food that they eat. Staff sit with children. They encourage children to try new foods and develop their self-help skills. Children take on challenges to cut fruit, peel skins, open packets and pour drinks. Adults praise children and children enjoy encouraging and supporting others too.
• Staff are passionate about promoting healthy living. They create sensory activities to explore fruits and vegetables. Children explore colours, shapes, textures, smells and tastes. Staff encourage parents to provide healthy packed lunches. They provide physical challenges for children such as climbing, balancing and bouncing. Children learn to appreciate what is means to be healthy and look after their bodies as a result.
• Staff provide numerous opportunities for children to develop fine motor skills including mark-making. They plan activities for children to develop an early interest in creating marks. Children create shapes and lines with water, paint, chalks and pencils early on. They then soon develop skills to trace with templates, then write recognisable letters. These important skills support children with their transitions to school.
• Children who have special educational needs (SEND) are well supported at the setting. Staff are proactive in recognising signs that a child requires extra support in their learning and development. They work closely with families and outside professionals in early diagnosis and support for children. As a result, children settle well and access meaningful interactions and activities. Children with SEND therefore make pleasing progress in their rate of learning and development.
• Leaders are strong and supportive. They get to know their staff and celebrate individual strengths and areas of interest. Leaders delegate roles and responsibilities to staff that they know they will enjoy and do well in. Staff state that they feel happy and supported. They appreciate the regular and encouraging feedback so they can improve their practice.
• Parent partnerships are strong. Parents praise the setting for the flexibility in supporting children to initially settle. They appreciate how secure their children feel within a short amount of time. Parents recommend the setting to others. They state that they receive regular updates about what children learn and experience each day. This helps them feel confident that their children enjoy their time at the setting.
• Staff teach to good standards. They plan teaching moments to reflect on children's developmental needs. As a result, children are highly engaged. Staff introduce concepts and model new language to children. They ask simple questions and make comments to aid understanding and learning. However, staff do not consistently challenge and encourage children to think deeper by problem-solving, predicting and investigating to take learning to the highest levels.

What the setting must and should do next

The provider should:

• enhance the teaching strategies of staff to further extend children's thinking and take learning to the highest levels.