Little Hearts Preschool

What is it like to attend this early years setting?

Children are welcomed into this warm and friendly pre-school. They form strong bonds with staff. Children receive reassurance and cuddles if needed, which helps them to feel safe and secure. Children make good progress in all areas. They are confident learners and familiar with routines in the setting. For example, children know instinctively to gather on the carpet when staff clap their hands. They eagerly join in with a music and movement activity, developing their listening skills as they listen to instructions in the song.

Children develop their independence skills through daily tasks. Older children change into slippers as they arrive at the setting. Young children show progression as they learn to put their coats on. Children develop a concrete understanding of numbers as they explore counting sticks and learn to recognise written numerals. Children develop their fine motor skills. They use tongs to pick up toy dinosaurs and sort them into baskets and practise using scissors. Children show a positive attitude to their learning and show resilience to any setbacks. This helps them to be prepared for the next stage of their education.

Children behave well. Staff have high expectations for their behaviour and gently support children to share resources and understand their emotions. Staff celebrate children's achievements using a 'wow' board and provide positive praise to them. This helps to nurture children's self-esteem.

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

• The managers and staff team deliver an ambitious curriculum. They know the children well and what they need to do next to develop. Children access a wide range of child-initiated and adult-led activities that are based on the children's interests. For example, children role play with superhero characters and princesses in a castle, which stemmed from interests they developed over the holidays.
• There is a strong focus on communication and language. Staff are aware of the impact the COVID-19 pandemic has had on children's speech and language and have amended the curriculum to support this. Staff use sign language, visual cues and song to support children's learning. Staff help children to develop a love for books as they share a story about a tiger that came to tea. Cosy reading areas encourage children to freely explore books. As a result, children are making good progress in their communication and speaking skills.
• Staff interact with the children well and provide interesting activities for children to explore. For example, children explore pasta shapes and use scoops to fill pots. They use moulds to make shapes in the sandpit outside. Occasionally, not all staff take opportunity to extend children's learning on the subject matter being taught, to provide them with a deeper understanding.
• The managers demonstrate a drive to continually improve the provision to ensure that children have the best learning experiences. For example, there are plans to improve the outdoor learning environment for the children. Managers work hard to create a supportive environment for the staff. Regular supervision and opportunity for focused training enables staff to build on their professional development and meet the needs of the children effectively. Staff report good levels of well-being and feel confident in their roles.
• Children develop a deep understanding of differences and cultures. Parents come in and share experiences of their own cultural celebrations. They share books and children enjoy different foods, such as breads from different countries. This helps children begin to understand what makes them unique.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with parents and external agencies to ensure they receive the support they need. Staff are aware of how to support these children and sharply focus teaching strategies to meet their needs. This ensures that children with SEND progress to the best of their ability.
• Parents speak highly of the setting, stating it is a 'lovely, nurturing environment'. They are kept regularly updated about their children's learning and development with the use of an online system and parent consultations. Managers share information with parents about their children's development and ideas about how they can continue this at home.

What the setting must and should do next

The provider should:

• support staff to make the most of every opportunity to extend children's learning, to develop a deeper understanding.