Little Buds Pre-School

What is it like to attend this early years setting?

Children are happy to attend this pre-school. Staff are sensitive to the needs of children who may need extra support to separate from their parents. Children have plenty of opportunities to recognise their name in print, such as when they self-register on arrival and at snack time. They confidently move around the pre-school, demonstrating their knowledge of the routine. The environment is well resourced and planned, which supports children's independence.

Children engage well with the activities staff plan. In the morning, they delight in taking part in a weekly music group. They enthusiastically sing songs and nursery rhymes. Children learn concepts such as 'fast' and 'slow' as they shake their instruments to the music. They learn new words, such as 'tempo', when discussing the pace of the songs. Children are happy and show great concentration throughout the music session. They learn how to add and subtract the number one when singing different songs and rhymes.

Staff have high expectations of children's behaviour. When it is time to tidy up, all children help to put resources back where they belong. Children know where items go and need very little support from staff.

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

• Staff know their key children well. They use this knowledge to plan activities that engage and interest the children. They build on what children can currently do, demonstrating clear intentions about what they want to teach. As a result, children are eager to learn and show good concentration when taking part in activities.
• Managers assess staff and the impact they are having on children's learning. They support staff to access training. Staff report that they feel well supported by leaders and managers. Regular meetings allow staff opportunities to put forward ideas and suggestions. Managers monitor practice through day-to-day support, staff meetings and appraisals. However, the committee does not observe managers, to monitor and support their development.
• Staff support children to understand how to resolve disagreements and share. For example, when children try to take resources from other children, staff are quick to intervene and support them. They explain who had it first and suggest they can go together to find another one. Children respond very well as they learn how to manage their feelings and behaviour.
• Children have daily access to outdoor space. The garden area has many open-ended resources that encourage children to use their imagination when they play. For example, children use two crates to make a 'car'. They sit inside, saying they are driving to the beach. During this activity, children enjoy discussing what a fun day they are going to have and what they are going to do when they 'get there'.
• Staff support children to persevere if they find activities challenging. When staff see children struggling to cross a balance beam, they step in to offer support. They show how holding their arms out to the side helps with their balance, encouraging children to have another go. Children are proud when they get across without falling off.
• Children who speak English as an additional language engage well with staff. As their confidence develops, they play alongside other children. However, staff do not teach children effectively about differences in people and cultures.
• Children with special educational needs and/or disabilities (SEND) make good progress. The special educational needs coordinator (SENCo) is knowledgeable about how to support children with SEND. She liaises with other professionals to support children in all areas of the curriculum. This helps them reach their full potential.
• Partnerships with parents are good. Families have good relationships with staff and understand what their children are learning. Staff keep parents up to date with their children's progress, supporting them to continue their children's learning at home.

What the setting must and should do next

The provider should:

• provide children with more opportunities to learn about diversity and differences in people
• develop monitoring systems to provide regular supervision and support for managers.