Little Goblins Preschool

What is it like to attend this early years setting?

Staff build warm and trusting relationships with children and their parents. Children arrive happy, confident and willing to learn. They eagerly look forward to the arrival of their friends. Children benefit from key persons who know them well. Their emotional well-being is supported effectively. Staff are ambitious for children and their families. They use the two-way flow of information that they promote to plan a curriculum that children engage with well, overall. Staff's close work with parents helps them to plan activities that consider what children know and experience. Children develop their communication and language skills well, including those who speak a language other than English at home. Some children share their language with friends who have similar backgrounds.

Staff provide children with a range of interesting, accessible and engaging activities and resources. This helps children to independently carry out their ideas and they often invite their friends to join in. For example, children enjoy pretending to play keyboards as their friends sing into microphones. Staff use agreed methods to help children to acquire positive social skills. Children use their imaginations well and show care and consideration for each other as they play. Staff help children to progress well and develop the skills they need for future learning.

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

• Leaders and staff are ambitious for all children. They have established strong partnerships with parents, external advisors and their local school. Leaders adjust routines and review the learning environment to meet the individual needs of children. The introduction of a quiet zone has helped children to recognise their need for rest or calm. The effective use of targeted funding contributes well to positive outcomes for all children.
• Leaders have high expectations of staff. They deploy staff effectively and support staff to gain recognised qualifications. Staff receive appropriate support and supervision. They complete training that helps them to understand how to support children's learning effectively. Very occasionally, some children who are quiet or less confident receive less attention.
• Staff plan and implement well-thought-out play opportunities that focus on children's language development, interactions and emotional well-being. For example, staff encourage children to name items, count, and celebrate the achievements of their friends during What's in the Bag activities. Staff adapt teaching well as they encourage children to name animals, make related sounds, or discuss where they may be seen.
• Staff help children to understand what is expected of them. Children share resources and take turns as they play. Children respond well to staff's successful methods, such as use of sand timers, to help them regulate their behaviour.
• Children wriggle excitedly beside their friends as they anticipate their turn to explore interesting items during group activities. Staff help children to develop positive attitudes to learning.
• The special educational needs coordinator works effectively with staff, parents and external professionals. Targeted teaching programmes help to close potential gaps in children's communication and language development. Staff consider the individual needs of children as they implement the curriculum, for example as they plan additional sensory experiences. Children progress well from their starting points in learning.
• Staff encourage children's independence. Children look for their water bottles when thirsty, stretch up to hang their coats on arrival, and understand lunchtime routines. Staff work closely with parents to support successful toilet training. They encourage children to develop good hygiene and independent self-care. Children wipe their nose and dispose of tissues, wash hands and brush their teeth after lunch.
• Staff help children to recognise and understand the differing needs of their friends. They plan activities for children that acknowledge important events such as Remembrance Day, St Patrick's Day and the Lunar New Year. Children have opportunities to use resources and that reflect different cultures and communities. However, some children have fewer opportunities to recognise their backgrounds, languages or traditions.
• Parents speak highly of the service and of the caring staff team. They value the information, support and advice that is shared, including during periods of change. Parents comment on the progress that their children make, particularly with their language and social skills.

What the setting must and should do next

The provider should:

• enhance support for staff teaching further, so that they understand how to better engage quiet or less confident children in learning
• broaden opportunities for children to understand what makes them unique.