Little Hearts Pre School

What is it like to attend this early years setting?

Children arrive at the pre-school enthusiastically. They separate confidently from their parents and feel safe and secure. Children are provided with a range of interesting indoor and outdoor learning opportunities. This helps them to make good progress in their learning. Children particularly enjoy playing in the outside area. They confidently navigate space, demonstrating well-developed physical skills. Children are inquisitive as they explore the shaving foam activity. They show wonder as they explore the texture. Staff help children to explore their ideas and introduce new language, such as 'squishy'.

Staff provide a curriculum that builds on what children know and helps them to learn new things. Staff speak confidently about what they want children to learn based on their individual needs. Children excitedly join in singing 'the crab song', linked to the seaside topic. They copy actions and adapt the sound of their voice as staff encourage them to sing quietly then loudly.

Children behave well and understand the expectations, such as not running indoors. They learn how to share and take turns and are supported to manage their own feelings. Children show care and concern for each other. For example, when a child accidently knocks into another child, they take time to stop and sensitively say sorry.

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

• The manager is committed to providing a good quality service and is very supportive of the staff team. Staff say they enjoy working at the setting. They feel valued and supported and have various training opportunities to build their skills and knowledge.
• Children are learning skills to prepare them for the next stage in their learning. They confidently practise writing and learn mathematical concepts. Children spontaneously count while using construction resources. They navigate space when deciding where pieces should go and make a shared model with their friends.
• Children show confidence as they talk about what they have found in the 'what's in the box' activity. However, during some large group activities, not all children remain engaged. This means there are missed opportunities to support children's communication and language further.
• Children with special educational needs and/or disabilities receive good, targeted support. Staff recognise the importance of good partnership working to ensure children receive consistent care. Staff work closely with the school and other professionals to ensure children's needs are well planned for.
• Parents are happy with the care their children receive and say their children have made good progress. They feel the environment is welcoming and inclusive. Parents say they receive good communication from staff and are kept well informed. Parents like the books that their children bring home. This enables them to support their children's enjoyment of stories at home.
• Staff gain information from parents about children's home languages. However, they do not put sufficient emphasis on using children's home languages to support children's communication further.
• Children learn to be independent and to manage their personal care needs. They are provided with nutritious snacks to support a healthy lifestyle. Children recognise when they are thirsty and freely access water. Staff support parents to provide children with healthy choices in their packed lunch.

What the setting must and should do next

The provider should:

• review the planning of large group activities to ensure all children remain engaged and to provide even better support for their language and communication skills
• strengthen opportunities for all children who speak English as an additional language to develop and use their home language.