Little Angels Pre-School

What is it like to attend this early years setting?

Children are happy and excited as they arrive at the pre-school. They leave their carers happily and are warmly welcomed by friendly staff. Children smile as they run over to greet friends, and they immediately begin to play together. They delight in playing outside with mud, digging for 'treasure'. Children jump up and down with joy as they notice how the mud splashes high up their wellington boots.

Children benefit from a curriculum which has been designed to meet their individual needs. Staff identify what children need to learn next and then plan a suitable range of learning experiences. Children receive targeted support based on their development needs, including those with special educational needs and/or disabilities. For instance, children who need support with their speech take part in stimulating language groups. They cheer as they correctly identify sounds heard in a sound game. Staff also use simple signs to reinforce children's early communication skills.

Children enjoy listening to exciting and interactive books. When staff begin to read a book about an alien crashing on earth, they laugh as they blow away the 'smoke' caused by the crash. Children talk eagerly about what is happening in the story with staff. They point out pictures and excitedly predict what is going to happen. Children move from side to side imitating the alien, as they try to 'jiggle him back into space!'

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

• The enthusiastic manager leads her staff well. All staff receive effective supervision meetings. Any areas for staff development are identified. The manager seeks out training opportunities, so staff can develop their professional skills. Staff choose courses that can help them support children in their key groups. For example, staff attended a course which was focused on supporting children with outdoor play. In response to the training, staff further developed the outdoor area to provide more physical challenge. Staff report that they feel well supported by the manager. They feel like they can go to her with any problems and say she will always have time to help them.
• Children demonstrate friendly relationships with each other. They sit together on the floor and show good imagination skills. Children work together to build a 'jail', and laugh as they plan to 'lock up the baddies'. Children excitedly talk about previous learning experiences. For example, they remember a dentist coming to visit the pre-school. They laugh as they say, 'you can't eat too many sweets, or you will get cavities'.
• Children develop their independence skills confidently. They choose their own snack and pour their own drinks. Children are able to make their own choices about their play. For instance, children have free-flow access to the outdoor area. They spend time both indoors and outdoors, happily moving from area to area with a smile.
• Children's behaviour is generally good. At times, however staff do not always deploy themselves effectively to support any incidents. For example, some children snatch resources from friends. On other occasions, staff are close by and speak to children about unwanted behaviour. This does not provide a consistent message to children about what behaviour is expected of them.
• Staff work closely with parents when their children join the pre-school. This allows staff to be able to understand children's needs and how to support them from the start. The pre-school offers flexible settling-in sessions for children and their families. This supports children to feel confident and settled quickly.
• Partnership with parents are good. Staff build strong partnerships with parents, who describe staff as 'being like a second family'. Parents comment on the improvement they notice in their child's speech. Staff offer parents advice and guidance. For example, they provide ideas about toileting and how to provide nutritious lunches. Staff value the input received from other childcare professionals, such as speech and language therapists. They appreciate the support and share the advice with parents.

What the setting must and should do next

The provider should:

• review staff deployment so unwanted incidents of behaviour are dealt with appropriately and consistently.