Little Birches Pre-School

What is it like to attend this early years setting?

Children thrive at this child-centred, nurturing setting. They are curious as they explore the inviting environment. Children consistently demonstrate high levels of engagement and enthusiasm to learn.

Children's behaviour is exceptional. Practitioners show high levels of respect, kindness and attentive listening to children. As a result, all children have an exceptional, positive attitude towards their learning, including the very youngest children.

Opportunities for children to develop their independence are continuous. During snack times, children have individual chopping boards and knives. They choose and skilfully cut their own fruit. Practitioners consistently extend children's language. They introduce and repeat words such as 'sour' and 'gigantic' while talking about their snack.

All children make extraordinary progress. This includes children of all abilities and those who receive additional funding. Higher adult-to-child ratios contribute to the individual support children receive; as such, practitioners are swift to meet support targets set by external professionals.

Practitioners help children to make valuable contributions to their local community. They teach them about recycling and sustainability. Children talk about compost as they care for and prune the herbs they have been growing.

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

• The lead mentor has created a curriculum that centres around the individual child. Children develop self-esteem and confidence during circle times and recite their 'golden rules'. Staff focus their attention so each child receives rich, focused interactions.
• Planning of activities is thoughtful and meticulous; children's interests lead their learning. They learn how to risk assess their own play. Children use real-life drills and hammers during activities with care. They show high levels of engagement while listening to safety instructions.
• The curriculum builds on children's embedded knowledge. Practitioners give children time to practise and repeat skills. Children recite and finish sentences to their favourite books with confidence. This helps secure knowledge to support future language and literacy development.
• Children are extremely well prepared for the next stage in their development. Practitioners use insightful observations to work on individual next steps. This gives children the skills needed to make transitions a highly positive experience.
• Relationships are consistently strong. Children confidently include friends in their play. They problem-solve and work as a team to put outdoor equipment back together. They use positive language to support each other in regulating their own feelings.
• Developing children's language and literacy are priorities. Children sing familiar songs and count to five or 10 in Mandarin. They have access to literature in different languages across the setting. Practitioners use sensitive intervention for opportunities to read to children. Those children who start with less vocabulary are making significant progress.
• Extra-curricular activities support the manager's curriculum intent, particularly in relation to equality and diversity, and supporting children who may have had fewer experiences than others. Local community links give children opportunities to develop 'circus skills', and skills in ballet and karate. This helps children fill gaps in learning, alongside giving them new challenges. Additional funding is also used thoughtfully to enhance the outdoor space.
• Parents speak extremely highly of the setting. They comment how well their children are progressing in confidence and language. Children are also using words and numbers in Mandarin at home. They also highlighted the 'crucial' support they have received during the COVID-19 pandemic. The setting offered ideas and support for parents via an app. They also receive updates on their child's progress regularly.
• The lead mentor has high ambitions for the setting. They ensure children, practitioners and parents contribute to the curriculum. They spend significant time coaching and improving practitioners' knowledge while teaching alongside them. This ensures the curriculum delivery is consistent for all children.
• Practitioners receive regular support, training and supervisions. Their own talents also contribute to the setting's curriculum. They comment that having a higher number of adults contributes to their own well-being. This also supports them in ensuring children's emotional well-being is secure.