Little Angels Pre-School Ltd Swadlincote

What is it like to attend this early years setting?

Children are busy and happily engaged in play in this welcoming and inclusive pre-school. They show great interest in the well-thought-out activities provided for them. For example, children develop their large muscles as they have fun taking part in dance and movement sessions. They have lots of opportunities to move their bodies in different ways to music and complete the actions in the songs they sing. Children bend, jump and stretch. Staff use props effectively to engage children. For example, they give children grey socks to wear on their arms as they wave their arms as though it is the elephant's trunk in the song. Children learn to behave well. They form strong attachments to their key person, which helps them to feel safe and secure. Staff consistently encourage children to share, take turns and be kind to each other.

Staff understand the importance of developing children's communication and language skills within their curriculum. They encourage children to talk about what they know and have remembered. Children use new vocabulary introduced by staff as they explore pumpkins, such as 'slimy' and 'cold'. Children enjoy doing things for themselves, such as peeling the top off their yoghurt pots for snack. The staff know the children well and use focused praise to celebrate children's efforts and achievements. This motivates children to keep trying and helps to build their self-esteem and confidence.

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

• Staff understand the well-sequenced curriculum. For example, they support children's personal, social and emotional development as they encourage children to form friendships and work collaboratively with each other. They use group times to encourage children to confidently try new learning, such as pulling pumpkin seeds out of the inside of pumpkins. However, during these activities, not all children are actively involved and sit watching rather than participating, as staff have not considered the resourcing of the activity.
• Staff carefully observe children's play and assess their progress accurately. This helps them to understand what children need to learn next. Children's next steps in learning are displayed on their coat peg so that parents see them daily. Staff are skilled at identifying when children are not making expected progress and promptly put plans in place. They work effectively with parents and outside agencies to ensure children receive the support they need.
• Staff have a good understanding of how children learn and plan the environment to enable children to choose their play activities. For example, children choose a feather duster from the role play area to pretend to be a witch flying on a broomstick like the character in their favourite story. However, during adult-directed play, some staff overly direct children's play, reducing opportunities for children to lead their learning, develop their imagination and try out their ideas.
• Staff are good role models for children. They speak to children with respect and are mindful of their needs. Staff have high expectations of children's behaviour. They remind children about expectations to support children to learn how to manage their emotions and be kind to their friends.
• Staff support children to develop their communication and language skills. They model sounds and repeat new vocabulary clearly so that children hear new words. Staff understand the importance of singing rhymes and reading stories. Children enjoy choosing stories that staff bring to life to maintain their interest by using props and sounds such as a knock at the door and the wind whistling past.
• Staff are highly skilled at promoting children's physical development. They provide ample opportunities for children to practise using their large and small muscles. Children thoroughly enjoy using the pre-school's outdoor garden to climb, slide and balance. Staff model making marks on the chalkboard and rolling dough between their hands and encourage children to copy to support the development of their small muscles.
• The staff team shows passion and pride in its pre-school. New staff members have quickly created a supportive team that understands how to help each other in their roles. This helps to create a calm and efficient atmosphere in which children are able to thrive. Staff have daily conversations with each other and reflect on the provision and how it can be improved on. Staff are supported with targets to enhance their skills and encouraged to attend training and share what they learn with their colleagues.

What the setting must and should do next

The provider should:

• review the organisation of group activities to ensure that all children remain fully engaged and interested in their learning
• enable children to develop their own imagination and incorporate more of their own ideas into adult-led activities.