Little Cubs Palmarsh Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school happy and leave their parents and carers with confidence. They instantly engage in activities and talk to their friends. Staff are warm and welcoming and provide reassurance and comfort when needed. This helps children feel safe and secure in the pre-school environment.

The manager has built a curriculum that focuses on what they want children to learn. The small staff team understands the needs of all the children. Staff speak regularly about children's next steps and individual plans and how these can be promoted. The curriculum focuses on children's speech and language, and their personal, social and emotional development. Staff have created a superhero area to meet the interests of the children, while thinking about the learning they can incorporate into this. For example, children count the legs on the 'Spiderman' logo and are keen to share their knowledge, promoting their speech. All children are making good progress from their starting points, including children with special educational needs and/or disabilities (SEND).

Children are kind and behave well. They show an awareness of sharing resources and playing with others. Staff role model good behaviour, and children learn about boundaries and expectations. Staff recognise positive behaviour and praise children throughout the day. This helps to raise children's self-esteem and develops their confidence.

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

• The manager has designed a curriculum based around children's needs. Staff are fully aware of children's interests and know what each child needs to learn next. They are led by what children want to do. Staff value and respect children's choices and are committed to providing further opportunities. For example, the special educational needs coordinator (SENCo) uses funding to provide resources that support children's development and next steps based on their interests.
• Overall, staff promote children's speech and language well. Children enjoy familiar stories read by staff and engage in conversations about what they are doing and what they can see in the environment. However, staff often ask questions that require only one-word responses and, at times, provide the answer before children have had time to process their thoughts. This does not provide children with the opportunities to use their emerging vocabulary and communication skills with time to understand and respond with their own ideas.
• Children are familiar with the routines of the day. This helps build a sense of belonging and security. However, at times, children's play is interrupted for adult-led group activities in which not all children are fully engaged. This disrupts children who are engrossed in their own play and learning.
• Staff help children to develop a sense of community. Children learn about respect and tolerance for different religions and beliefs represented by children in the setting. For example, there are photos displayed of children in their cultural attire. These are used as prompts to engage children in discussions about others. This supports children to develop an understanding of different cultures, traditions and celebrations.
• Children enjoy play in the well-resourced outdoor area daily. For instance, they giggle with their friends as they splash in muddy puddles. The regular fresh air and physical exercise contribute to a healthy lifestyle. Children also engage in indoor physical activities, such as daily dance sessions. These types of activities support the development of children's large-muscle movements.
• Children with SEND are very well supported. The SENCo works closely alongside staff, other professionals and parents to ensure children's learning and care needs are consistently met. She has a secure understanding of the referral process and ensures that children get support at the earliest opportunity.
• Partnership with parents and carers is secure and highly effective. Staff keep parents updated about what their children are learning and how they can support learning at home. Furthermore, the manager and staff get to know children's extended families. Parents and family members are invited into the setting to teach children about their occupations. For example, children are fascinated to hear about the work of firefighters. This supports children's understanding of the wider world around them and how to keep themselves safe.

What the setting must and should do next

The provider should:

• support staff to make the most of opportunities that arise to extend children's emerging communication and language skills
• review and improve the organisation of daily routines to minimise the disruption to children's learning.