Leybourne Pre-School Limited

What is it like to attend this early years setting?

Children arrive happy at this welcoming and inclusive pre-school. They develop extremely close relationships with staff and their peers. The kind and nurturing staff know children's individual needs extremely well. Staff communicate effectively to plan an inspiring environment based on what children are interested in and their next steps in learning. This supports children to settle quickly and become engaged in their play. Children thoroughly enjoy their time at pre-school and are confident to express themselves.

Staff provide children with an exciting and ambitious curriculum. They have a secure understanding of child development and recognise the skills they need to prioritise to help children prepare for their next stage in their learning. For instance, the current focus is on personal, social and emotional development and communication and language skills. Children with special educational needs and/or disabilities (SEND) are well supported. There is a collaborative approach from parents, staff and outside agencies to ensure all children are making at least good levels of progress.

Children behave well. They are very familiar with the pre-school routines and respond well to simple instructions. For example, children stop and respond when staff ask them to tidy up in preparation for a change in routine. Children are becoming increasingly independent in their play and self-help skills.

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

• The provider has a clear oversight of the pre-school and a vision for preparing children for lifelong learning. There is regular dedicated time for all staff to speak to the provider individually and as a staff team about their well-being, child development, the curriculum, safeguarding and training. This collaborative approach ensures that children are provided with a curriculum that meets their needs. As a result, all children are making at least good levels of progress from their starting points.
• Staff support children's communication skills effectively. Children are confident communicators. Staff actively listen to children and engage them by asking relevant questions. For instance, during doctor role play, staff encourage children to talk about their own experiences. This helps children to express their ideas and knowledge. Furthermore, staff introduce relevant new vocabulary to children as they play, such as 'patient' and 'injection'.
• Children are developing a good understanding of numbers and counting. Throughout the setting there are visual representations of numbers. For example, the cereal dispensers show the number 'two' to help children learn to take two servings. However, staff do not always plan as carefully to help children explore other key mathematical concepts, such as shape, space, size and measure, to support them in developing a greater understanding of early mathematics.
• Children with SEND receive excellent support. Staff use assessments effectively and respond quickly to concerns regarding children's development. They work in partnership with parents and outside professionals, such as speech and language therapists and equality and inclusion professionals. This ensures that children are receiving consistent support towards their next steps in development.
• Children's physical development is supported well. For example, children enjoy activities such as posting corks into a container and threading beads onto string to make bracelets. This supports their hand coordination and strength in preparation for writing. Outside, children learn to ride bicycles, manoeuvring them around objects. They show control over balls and explore a variety of ways to use them, including kicking, throwing and rolling.
• Parents are provided with regular opportunities to speak to staff, for instance, during pick-up and drop-off times, at dedicated parents' evenings and regular coffee afternoons. Staff share information, including about children's current levels of development, their next steps in learning and how these can be further supported at home. This provides continuity of care for children's learning and development.
• Staff are keen for children to learn about the world around them and the people in their local community. For example, they take the children to the church at harvest time, where they learn about giving to those in need. The pre-school has also developed strong relationships with local schools. For instance, class teachers come to visit the children in pre-school and read stories to them. This positively supports children's emotional development and preparation for future learning.

What the setting must and should do next

The provider should:

• develop staff's teaching skills even further to help children extend their knowledge of mathematical concepts.