Little Acorns Pre School

What is it like to attend this early years setting?

Children behave wonderfully at this setting. They have a solid understanding of the rules that are in place, and why. When children find something challenging, nurturing staff support them through their emotions. The key-person system is effective, and this results in confident and secure children.

Children make excellent progress. The well-planned, sequenced curriculum supports staff in building on what children already know and can do and extending this. There is a significant focus on singing and stories to develop children's communication skills. Children use their knowledge of familiar books, such as 'Humpty Dumpty', to create walls with bricks in the construction area and use props to retell the story.

Additional support for children is established swiftly by the enthusiastic and dedicated management team. This ensures that all children have opportunities to progress. Staff make links with the local community, such as the local library, to give children experiences that they may not otherwise have. They also develop effective links with the local primary school, sharing key information to promote continuity of care through transitions. Managers identify ways to use additional funding to bridge gaps in development for children.

Staff encourage children's involvement in risk assessments of the setting. 'Spy kids' use magnifying glasses to identify any hazards that may be in the environment. Children confidently tell adults that the reason why they tidy their toys away is so that they do not 'trip over them', showing an awareness of why this is important.

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

• Children can grow their own food in the vegetable patch outside. Children take part in watering, collecting, washing, and peeling foods to prepare them to eat. This develops children's understanding of the life cycle of vegetables.
• Activities are highly engaging, with a clear aim for learning, and children remain focused for long periods of time. For example, children work together to create an obstacle course in the outdoor area. They move resources around the garden to add to the obstacle course. Staff encourage children to balance and jump safely with their support.
• Children's independence is highly encouraged. Staff teach children the process of washing their hands through songs and rhymes. Children do this at regular points throughout the day. They tell staff 'I need to wash my hands before I play in the play dough'. Children pour their own drinks and others tell their friends to be 'careful and not spill'.
• Members of staff ask thought-provoking questions, such as 'what does the wind feel like?' during small-group activities. This gives children time to think and respond. Staff listen to children's thoughts and views and use them to develop discussions.
• The environment reflects the curriculum focus. Children develop mathematical skills by following numbered instructions in the home corner to bake. There is a dedicated area in the indoor environment for 'conversations'. It includes fact books and tablets to answer questions that children may have.
• Cultural celebrations are purposeful and reflect the families in the setting. For example, staff invite parents in to educate children about traditional clothing from different cultures.
• Staff use children's interests to build on learning. For example, staff take children on autumn walks. They collect conkers and leaves to bring back to the setting. Staff use these resources to discuss colour, size and texture, and extend children's knowledge of the change in seasons.
• Parent partnerships are strong. Parents feel involved in their child's experiences at the setting. They comment that staff are approachable and responsive. Managers and staff use bi-annual meetings with key persons to keep parents up to date. They provide information such as the importance of oral hygiene, how to keep children safe using the internet at home, and healthy lunch ideas.
• Staff work with many agencies to support children at the setting. They show initiative in implementing strategies to support children with special educational needs and/or disabilities. Speech and language therapists attend the setting to model and discuss strategies with staff and parents. Therefore, children progress well as there is continuity in their learning both at home and at the setting.
• The well-being of staff is a priority for managers. Managers consider staff views at regular staff meetings, and provide additional support, such as counselling, when necessary.