Little Acorns

What is it like to attend this early years setting?

Children arrive at this welcoming pre-school ready to learn. They quickly settle and enjoy the stimulating activities available to them. Children develop their physical skills on an indoor climbing frame. They carefully climb and show delight as they travel down the slide. Supportive staff encourage children to take measured risks as they climb. Children snuggle into staff as they read a story and join in with the familiar text, pointing to the words and repeating the phrases in the book. Children use their small-muscle skills to manipulate play dough. They squeeze the dough and cut out shapes. Children further practise their small-muscle skills as they handle brushes and glue sticks. They create pictures and write 'letters' on an easel as supportive staff gently encourage them to name the letters.

Children benefit from outdoor play in a secure, engaging space. They investigate bugs they have found with great interest and identify them using a reference guide. Children use their mathematical skills as they pour flour into containers. They learn about the world as they tip water through funnels and watch with curiosity as a solar fountain spouts water. Children develop coordination using bicycles and scooters. They use their large muscles to propel them along a road the staff have created for them. As they travel along, they use their imagination to stop and pretend to buy ice creams. Staff encourage the children talk about their favourite flavours. Children use descriptive words to talk about their ice creams and relate this to what they like to eat at home.

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

• The pre-school has a dedicated manager. She places emphasis on the importance of building the children in her care into resilient learners. The manager has a committed staff team, who know the children very well. Staff ensure swift action is taken to ensure children get the support they need, including funded children and those with special educational needs and/or disabilities. As a result of this, these children progress very well in their learning.
• Parents speak highly of the care and education their children receive at pre-school. They mention the good level of support the staff give their children and the close relationships they form. Parents receive daily feedback and benefit from regular updates on their child's progress.
• Children benefit from the learning opportunities they are given at pre-school. However, at times the staff team is unsure about how to deliver some aspects of the curriculum. Furthermore, staff occasionally do not give children enough time to respond to questions.
• Managers use additional funding to enhance children's learning opportunities. The pre-school staff have adapted a recently acquired piece of land into a forest school. Staff are benefiting from additional forest school training. This has helped staff to support children to connect with the natural world and extend learning opportunities outdoors further.
• The staff teach children the importance of leading healthy lifestyles. The children enjoy a selection of healthy snacks at pre-school. They select their snack and independently butter bread and cut fruit. They use jugs to pour water and milk skilfully. Oral health is promoted well. Children recently enjoyed a visit from a local dentist.
• Staff prepare older children for school. They provide a selection of uniforms in the role-play area for children to practise dressing themselves. The pre-school staff have good links with the local school and host regular meetings. Teachers visit the pre-school to meet the children and talk to the staff about children's development and learning. This ensures that children are prepared for the transition to Reception class.
• Children benefit from embedded routines at pre-school. They understand that when a staff member shakes a tambourine they go and sit down on the carpet. They are familiar with what happens next and recognise when it is time for snack or time to go home. Children's behaviour is very good. They are inquisitive and approach visitors confidently. They talk about their favourite activities at pre-school and tell visitors their name.

What the setting must and should do next

The provider should:

• enhance staff's knowledge about how to confidently deliver the curriculum designed for the children
• strengthen staff understanding of how to use questions to find out what children need to learn.