Little Berries Preschool @ Bassett

What is it like to attend this early years setting?

Children and their families are at the heart of this exceptional and inspiring pre-school. Leaders and staff are extremely passionate about providing the highest quality of care and education to help all children achieve the best possible outcomes. For example, they conduct home visits to meet with families before children start. This helps staff to really understand the unique needs of every child to offer a bespoke curriculum that is exciting, ambitious and flexible. Children, including those with special educational needs and/or disabilities (SEND), flourish and make rapid progress. Highly skilled and dedicated staff support children to experience the best start in their care and education. The remarkable relationships between staff and children are evident from the moment children arrive. For instance, staff use their knowledge of children's unique personalities and emotional needs to help them feel safe, secure and ready to learn.

Children have tremendous fun as they quickly immerse themselves in their chosen activities. There is a real hive of engaging and meaningful learning. Staff skilfully deploy themselves close by to where children play, providing constant high-quality teaching and interactions. Younger children are developing into confident talkers who are eager to use their vocabulary to share what they know. Older children count up to large numbers and read words by sounding out the letters. Staff are exemplary role models, showing respect to the children and to each other. This contributes to children's impeccable behaviour. For example, children are exceptionally kind and considerate towards each other and are quick to invite others to join them in their play.

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

• Leaders and staff create a highly effective and ambitious curriculum. They expertly deliver sequenced learning and understand exactly what children need to learn to help them to make rapid progress in their development. Consequently, children enjoy engaging and purposeful learning throughout the day. Staff know children exceptionally well and instinctively adapt their strong teaching practice to ensure that all children, including those with SEND, gain essential skills they need for the future. Furthermore, leaders use any additional funding to support the specific needs of children. This includes, purchasing carefully selected resources that extend and enhance children's learning experiences. This contributes towards the rapid progress children make from their starting points.
• Leaders have superb oversight of all aspects of the pre-school and are extremely reflective. They use self-evaluation as an ongoing tool to prioritise bespoke training for staff and to enhance the provision. For instance, they complete regular comprehensive audits and observations on staff's practice to embed a positive learning environment. Leaders and staff are extremely passionate and implement their extensive knowledge into their exceptional practice and the exciting curriculum they provide. Staff report that they feel very well supported and receive endless support for their personal development and well-being. This creates an incredibly happy and positive environment, in which children flourish.
• Children with SEND receive superb support from highly skilled staff. They expertly use their knowledge of each child to provide personalised targets and strategies, ensuring they get the specific support they need at the earliest opportunity. Staff work very closely with other professionals and parents remarkably well. They fully understand the importance of creating an inclusive environment to make sure that all children have the same learning experiences. This supports children with SEND to receive the best possible care and education in preparation for their future success.
• Staff are exceptionally skilful in building on children's learning. For instance, they teach children about mathematical concepts, such as halves and quarters, as they mix cornflour with water. Children recall their previous learning by saying the cornflour comes from the 'mill'. Staff provide an array of activities based around the children's interests and topics. For example, children become fascinated and captivated as they learn about an extensive range of minibeasts, exploring their different characteristics and habitats. Children delight in moving their bodies in a range of ways as they pretend to fly like butterflies. This leads to rich conversations and staff extending children's knowledge by introducing ambitious new words in context, such as 'expand' and 'contract'. This supports children to sustain concentration for extended periods and become highly motivated in their learning.
• Parent partnerships are extremely strong. Staff go above and beyond to support children and their families. For example, they provide parents with 'drop in' sessions, where staff offer tailored support, guidance and advice. Staff seek information from bilingual families to gather key words in children's home languages and identify their cultural heritage. Staff use this information to enrich children's understanding of various traditions and celebrations. Parents talk incredibly highly of the staff team and the progress their children make. They greatly appreciate the support staff provide, such as advice on potty training and how to prepare their children for school. Staff invite families to regular events and encourage them to play an active part in their children's education.