Little Ducklings Preschool

What is it like to attend this early years setting?

Children arrive happily and settle quickly due to the warm welcome provided by staff. Their settled behaviour shows that they feel safe with the staff. Senior staff create a streamlined day that helps children to focus on their learning. Children are secure in the well-planned and well-rehearsed routines. Parents comment that the structure provided at pre-school has helped their children to listen and concentrate.

Children are keen to talk about their pre-school and what they have learnt. Due to effective teaching, children remember when they waited for chickens to hatch from the eggs. They are excited to see the changes to the caterpillars. They talk about the importance of self-care as they bath the dolls or play the toothbrushing game. Children are motivated and enjoy their learning.

Children become increasingly independent in their self-care and in their learning. For example, they butter their own crackers, pour their own drinks and clear their pots away afterwards. They also confidently help themselves to resources that they need. For example, children go to get the trainer scissors when they are struggling to cut their pictures out.

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

• Staff get to know the children and their families well. This means they quickly identify when children need extra support from other agencies. Additional funding is used effectively to help children to engage fully in the curriculum or catch up with their peers. For example, children explain proudly that they have to take their shoes off and find a mat when they go for their yoga class. They learn to listen calmly and follow instructions.
• Managers create an interesting curriculum based around children's interests and the skills that they need to learn and practice. On the whole, this is delivered effectively. However, there have been recent staff changes resulting in some minor inconsistencies.
• On the whole, staff make good use of the space and resources available. Although there is no outdoor area, children have fun developing their physical skills at local parks. In poorer weather, children benefit from being out in the community. For example, they visit the library or the local railway station. However, there are limited opportunities for babies and toddlers to develop their physical skills indoors on such days.
• Staff help children to lead a healthy lifestyle. Children learn to wash their hands after using the toilet and before eating. They learn that their bones will grow big and strong from drinking their milk. They enjoy fresh fruit at snack time.
• Staff promote children's good language development. Children enjoy books, stories and rhymes. Staff introduce mathematical language at every opportunity as children play. They also help children to listen for the initial sound of their name as they take their turn to get ready for lunch. Staff usually identify key vocabulary that children need to learn for particular themes and topics. On the whole, staff remember to reinforce this learning throughout the day.
• Staff make sure that conversation is at the heart of the children's day. Children confidently talk to each other, to staff, and to the inspector throughout the day. They are used to listening to others and being listened to. They know that their contribution is valued. This promotes children's developing language and supports their learning in all other areas. Children's confidence to express themselves is also an asset to their safety.
• Staff use praise effectively to encourage children's good behaviour. Children are proud for getting ready for their walk to the park. Staff know which children will need more support while they are out. Some staff use labelled praise well. For example, they praise children for 'good listening', 'excellent waiting' or 'wonderful writing'. This means that children know exactly what is expected of them and they are keen to take part. They are used to listening to adults and heeding what they say. This promotes their good behaviour and their learning.

What the setting must and should do next

The provider should:

• introduce more opportunities for babies and younger children to develop their physical skills indoors as they would at home, for example, by adding resources for them to safely pull themselves up and/or climb
• continue to improve monitoring systems to provide even greater consistency in the quality of teaching, for example, in the use of labelled praise and in helping children to practice key vocabulary.