Little Acorns Playgroup

What is it like to attend this early years setting?

Leaders and staff embed a well-sequenced and focused curriculum that is tailored to suit children's individual needs and interests. Younger children receive excellent support to build on their physical skills as they independently climb up and over the climbing frame. Older children show strong core strength when pulling themselves up and swing confidently from the rope swing. Staff use highly skilled interactions to extend children's learning. For example, during group times, they slowly break down various words such as 'sh-ee-p', and children recognise these sounds and develop words as they shout 'sheep'. Children are ready for their next stage of learning. Younger children develop their awareness of sounds by banging pots and pans together. Staff nurture these interests and begin to dance and clap. Children smile and continue to bang various objects. Children are confident, motivated and curious learners.

Staff are highly motivated and excellent role models. Children develop resilience and learn to manage conflict themselves. For example, children navigate taking turns, and staff ask, 'How are we going to solve this?' Children develop a strong sense of belonging and take tremendous pride in what makes them unique. For example, staff invite children to talk about their family, traditions and cultures. Children explore various languages and share key words with each other. Children show a 'can-do' attitude and persist when things become challenging.

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

• Leaders and staff meticulously plan a rich and challenging environment for children. They support children to consistently build on their knowledge and understanding of new concepts and ideas. For example, children roll dough and say, 'It's round.' Staff use this opportunity to introduce new mathematical language and concepts such as 'sphere' and '3D shapes'.
• Leaders collect detailed information about children's learning from parents and visits to other settings that children attend. This provides a good overview of children, forming robust starting points. Staff use assessments well to track children's development, enabling them to swiftly identify any gaps in learning. Leaders implement effective strategies to support children, helping to close gaps in learning. Staff make referrals promptly and provide exemplary support to all children, including those with special educational needs and/or disabilities (SEND).
• There is a clear emphasis on developing children's communication skills. Staff use words such as 'bouncy' and 'stretchy' when exploring words with older children, for example. Younger children hold up an apple and say 'apple'. Staff expand their vocabulary as they say, 'Oh a juicy apple.' Staff use sign language to help children communicate in different ways. Leaders have implemented a screening strategy that closely monitors children's speech and language. Staff share this with parents each term. Children are confident communicators.
• Children love exploring outside and have access to the garden daily. Staff take children on trips to various places around their community, such as walks around the local deer parks, the bakery and the church. Children develop their awareness of the world around them. They attend forest school each week and share this with children from the local school. Staff notice progression, particularly in children's social skills, as children engage and form relationships with the older children.
• Transitions are a key strength for this pre-school. Leaders place huge focus on ensuring that these are seamless for all children at various stages of their learning. They have recently started a toddler group, supporting younger children and parents when they first start attending the pre-school. Children benefit from the staff's excellent working relationships with the local school. Teachers visit children at the pre-school, and children attend transition days at the school. The Headteacher praises the positive impact that the pre-school has on children's school readiness.
• Staff report high levels of well-being. Leaders are extremely proactive and targets staff's training well to ensure that children benefit from this. Staff have recently completed Yoga training and have implemented this into their routines. This supports children to begin to self-regulate their emotions and feelings. Leaders acknowledge the importance of reflection. They are currently working on implementing a more targeted forest school curriculum, enhancing children's experiences further. The committee works closely with the manager and the staff to maintain and continuously improve standards.
• Parents praise the dedication and support they receive from the pre-school team. They value the team's commitment to their children's well-being and their 'collaborative ethos'. Staff provide support and advice for parents to enhance and continue their children's learning at home. For example, parents receive a monthly focus, including information on various topics such as healthy eating. Parents comment on the robust transitions and appreciate the wide variety of opportunities that their children receive to support their learning.