Lindens Pre-School Group

What is it like to attend this early years setting?

Children thrive in this extremely homely, nurturing pre-school. They skip down the path when they arrive, full of enthusiasm and excitement to meet their friends and teachers. Staff support children's emotional well-being exceptionally well. The staff have continued with routines they started after the COVID pandemic and gently support children to say goodbye to parents at the gate. This change in routine has significantly supported children's self-confidence and their ability to separate from parents happily. Staff also recognise how well it encourages children to be ready for routines they will follow at school.

Children behave well. They follow the clear guidance staff give. Staff are positive role models. They remind children of the importance of sharing and taking turns when minor disputes occur, but these are rare. Children form strong friendships and happily play in small groups. They share ideas and demonstrate good levels of patience, tolerance and respect for others. For example, when staff set up an obstacle course in the garden, children know they must wait for their turn.

Staff support children's social skills particularly well. Older children play and learn extremely well alongside their younger friends. They develop responsibility and independence and show kindness towards each other. Younger children gain much from being with the older children. New children quickly settle into the group and make good progress from the moment they start.

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

• The pre-school manager leads a strong, dedicated, long-serving team. She makes good provision to promote staff well-being and offers plenty of training and development opportunities. Staff confirm they feel valued and supported. The team works together very well and this is reflected in how well the setting is organised and how smoothly the daily routine runs.
• Staff consistently plan activities linked to children's interests and with clear learning intentions. Staff use their knowledge of what children need to learn next in order to make activities appropriately challenging for every child. A good focus is given towards supporting learning outside. Staff have shown children where aphids are nesting in the willow den and children excitedly go and look for them and study them with magnifying glasses. Children soak up the knowledge and new information staff give them. For example, they confidently explained to the inspector how ladybird larvae hatch into ladybirds and find them in the garden to show what they look like.
• Teaching is consistently good. Since the COVID pandemic, staff have noticed that some children need extra help with their language skills. Children benefit from small-group activities so that they can hear the correct pronunciation of individual letters and blended sounds. This has contributed towards children's improved ability to speak clearly and communicate confidently.
• Children demonstrate how happy and safe they feel. Staff are vigilant in ensuring the pre-school environment remains safe and secure for children at all times. Rigorous risk assessments and safeguarding arrangements ensure that children's safety is given high priority.
• Staff form good partnerships with parents and exchange regular information about what children are learning at pre-school. Some good strategies are used to encourage effective links for children between home and pre-school. For example, older children bring in 'treasure baskets' with special items from home to talk about. However, staff have not fully extended their links with parents to encourage even closer involvement in their children's learning at home.
• The pre-school curriculum has a strong emphasis on connecting with every child. When children approach a staff member and say, 'I just need a cuddle,' this is instantly given. Staff know the children well and use every opportunity to build children's tolerance, stamina and ability to manage new situations. This focus prepares children well for future learning and starting school.
• There is good provision in place to support children with special educational needs and/or disabilities (SEND). Staff quickly identify any child who may need additional help and this is provided promptly. Staff and parents work closely together to share strategies and to ensure consistency for children. Specialist teachers also visit the pre-school regularly and offer extra support when needed. Children with SEND make good progress in their overall learning and development and are well prepared for starting school.

What the setting must and should do next

The provider should:

• develop the links with parents to help them become more fully involved in children's learning.