Little Jesters Pre-School

What is it like to attend this early years setting?

Children are happy to see staff when they arrive at the pre-school. Staff greet them warmly, which helps them to settle quickly into their play. Children have access to an environment that is very well thought out, where the activities and resources are interesting and inviting. For example, children spend a long time exploring flour and water when staff give them encouragement to use their senses. Staff give children gentle reminders to use the 'magic word' when they forget to say please and most remember to say thank you when they take their fruit at snack time. Children are polite and use good manners

Children work together alongside staff, who offer them ideas to solve problems as they piece together an obstacle course. Children persevere at this task, for example, by working out how to make the walkways level. Staff celebrate children's achievements with them, building children's self-esteem. Children eagerly listen to and join in when staff read them stories. They recall and repeat repetitive sentences. Staff share their enthusiasm and read with animation, capturing children's attention. Children, including children who have special educational needs and/or disabilities (SEND) are supported by staff to develop skills that help to prepare them for their next stage of development, including starting school. For example, there is a strong curriculum focus on developing children's social skills and supporting children to develop friendships.

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

• The manager and her small staff team work well together. Staff feel their health and well-being are well supported. They have access to regular training, which is effective in improving outcomes for children. For example, staff have attended special educational needs coordinator training. This means they have a good knowledge and understanding of how to support children who may have SEND and how to be active in accessing the correct professional support promptly.
• Staff fully appreciate the importance of supporting children's communication skills. They complete additional training to aid them in this. Staff use sign language alongside the spoken word. This particularly supports children who have a limited range of language, and younger children. Staff frequently repeat the words children say and praise them for 'good talking', alongside introducing new words, such as kaleidoscope.
• The manager has a good understanding of the effects of the COVID-19 pandemic. She has identified that children's sharing and turn-taking has been negatively impacted. As a result, staff provide children with good opportunities and clear boundaries to learn these skills through the curriculum focus. For example, wheeled toys are very popular and children know they have to wait for the sand timer before it is their turn.
• Staff react to the children's interests. For example, children enjoy mixing colours when they paint. Staff extend this interest by introducing coloured water for children to practise filling and emptying jugs and creating new colours. These opportunities help children to retain knowledge and build on their learning.
• Staff have a clear vision of what they want children to learn from activities. For example, during carpet time, staff help children to develop their knowledge of the festival of Eid. However, occasionally, whole group times are not suitable for all children. Staff do not maintain all children's focus and attention to help them fully benefit from the learning opportunities offered. This results in children becoming distracted.
• Children benefit from fresh air and physical daily exercise. Staff subtly join in with children as they play and set children challenges to help them to learn new skills. This includes asking children to roll and spin a plastic hoop, helping to develop their hand-to-eye coordination. When children achieve this, they proudly approach visitors and say, 'Did you see that?'.
• The manager uses additional funding thoughtfully to ensure that children's individual needs are met, such as providing them with a a hot lunch. Staff quickly identify where children need more support and implement targeted plans. This helps to narrow any gaps in children's learning and development.
• The manager and staff have strong links with the host school. Twice a week, pre-school children have their lunch in the host school's dinner hall. Once a week, pre-school children visit the school's healthy tuck shop. This contributes to a smooth transition into school.

What the setting must and should do next

The provider should:

• support staff to consider the individual needs of children during whole group activities so that all children benefit from teaching and learning at this time.