Little Doves Christian Pre School

What is it like to attend this early years setting?

Children are exceptionally happy at this pre-school. Leaders deliver a highly differentiated curriculum which ensures that the needs of both younger and older children are meticulously met. Practitioners expertly plan and deliver a range of learning opportunities. These are responsive, ambitious and rooted in children's interests and experiences, while promoting a deep love for learning. Topics, such as 'farm to fork', are thoughtfully chosen to reflect the rural community. Children enjoy exploring a range of fruits and vegetables and use knives to cut into them to explore textures. Practitioners introduce descriptive words, such as 'smooth' and 'soft', to support children's language development. They extend children's knowledge further using books to teach children how vegetables are grown and harvested.

Practitioner's interactions are of high quality. They are enthusiastic, use questioning effectively, and are highly attuned to the children's responses. Children's behaviour throughout the pre-school is exemplary. Transitions and routines are calm and well managed. Children instantly respond to cues when they hear the tambourine and show teamwork as they help to tidy up. Practitioners act as positive role models and provide children with a clear understanding of expectations. Children's achievements are widely celebrated with regular certificates awarded to help build children's confidence and self-esteem.

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

• Leaders go above and beyond to support a highly skilled team to deliver outstanding quality care and education. Training is sharply focused, and practitioners value the support leaders provide to them. The team is reflective and continuously reviews the provision to identify further ways of improving it, to ensure that children have the very best outcomes.
• The key-person system is highly effective. Practitioners are carefully matched to children based on natural attachments, resulting in remarkably strong relationships that underpin children's confidence and emotional well-being. Practitioners demonstrate an outstanding knowledge of their key children. They skilfully use assessment to plan experiences that spark curiosity and foster growth. Every child receives personalised care which helps them to make excellent progress in their development.
• Practitioners create an environment that is warm, calm, and highly conducive to learning. Children become immersed in rich, hands-on learning experiences as they release butterflies they have nurtured from caterpillars. They gather eagerly as practitioners revisit the life cycle of a butterfly, reinforcing prior learning. Mathematical development is woven seamlessly into the activity as children count the butterflies as they are released into the sky. Practitioners make effective use of non-fiction texts to compare butterfly species and introduce new vocabulary, such as 'painted lady', which supports children's communication.
• Partnerships with parents are a significant strength. Parents feel fully included in their child's development and hold the pre-school in high regard. Communication is highly effective with systems in place, such as contact books and secure parent chat groups. These provide regular updates and allow parents to share children's achievements both at home and in the pre-school.
• Transitions are meticulously planned to ensure children feel confident and prepared for the next stage of their education. Transition passports are prepared, containing detailed information about children's strengths, needs, and preferences. Practitioners liaise closely with schools and teachers are invited in, allowing children to build relationships ahead of time. Children are supported to develop skills they will need at school, from managing their belongings to changing clothes independently.
• The outdoor provision is rich and stimulating. Children enthusiastically engage in a wide variety of experiences that promote curiosity and physical development. In the mud kitchen, they mix petals, mud, and sand, describing the textures and creating imaginative recipes. Large physical play is promoted through obstacle courses, bikes, and balancing activities, building children's core strength and coordination.
• Provision for children with special educational needs and /or disabilities (SEND) is excellent. Practitioners work in close partnership with a range of external professionals and create support plans that are sharply focused to meet the individual learning requirements of each child. Practitioners are highly attuned to the children's needs, adapting and refining their teaching to ensure that children with SEND are included and can fully participate in pre-school life, giving them the very best start.