Little Lambs Pre-School

What is it like to attend this early years setting?

Children develop warm trusting relationships with staff, who are kind and caring. For instance, children enjoy a cuddle for reassurance when they become upset. Children demonstrate they feel happy, safe and well cared for. They develop good levels of confidence and self-esteem and a willingness to try new activities. For instance, children enjoy mixing ingredients as they make play dough. This helps develop their small hand muscles to prepare them for early writing. Children are becoming independent learners. For example, they pour their own drinks and help to tidy their toys. Children make choices in their play and learning. The helps to develop children's confidence. Children enjoy daily outdoor play. They have great fun looking for minibeasts and as they practise their physical skills when they climb and balance on tree stumps.

Staff have high expectations for all children, including children with special educational needs and/or disabilities (SEND). Children are curious and motivated to learn. They thoroughly engage in a variety of learning opportunities. Children's behaviour is supported well across the setting. Staff consistently praise children for their efforts, achievements and positive behaviours. Children develop high levels of self-esteem as well as positive attitudes to their learning.

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

• The manager has devised a broad and balanced curriculum. It builds on children's knowledge over time and is linked to the learning needs and current interests of the children who attend. Staff make regular observations and assessments of children's learning. All children make good progress from their starting points, including children with SEND.
• The manager and staff team have ambitious expectations for all children. Children with SEND or from disadvantaged backgrounds are supported well as staff work alongside other professionals involved in their care and learning. Staff use information they obtain from parents in the beginning to plan for what the children need to learn next. Any additional funding received by the pre-school is spent well, and staff comment that the benefits for the children are good.
• Children's speech and language development is a priority. Staff model language well through good interactions with the children. Staff extend children's language as they introduce new words during children's play. For example, staff tell children the tower is 'wobbly' as they build it higher. Children enjoy activities that support their listening skills and eagerly follow instructions. They confidently hide puppets in different positions. Staff introduce descriptive words and clear language during activities.
• Staff have created an environment where children can explore a variety of exciting activities. Children are becoming curious and inquisitive learners. Staff know what they want children to learn, and they support children's development well through a variety of learning opportunities. However, some staff do not respond quickly enough to children's interests, to extend learning further.
• Staff introduce mathematical language into children's play and learning. Children enjoy using building blocks to build structures, eagerly comparing the height with their friends. Children count as they scoop dried lentils into different-sized containers. Staff introduce mathematical language such as 'full', 'empty' and 'half full' as they explore the different weights of containers.
• Partnership with parents and other professionals caring for children is strong. Parents speak highly of the pre-school. They comment that the staff are nurturing and approachable, therefore children settle well and build strong bonds with them. Good communication ensures that parents know what their children can do and what they will be learning next.
• The manager meets regularly with staff to identify training opportunities and discuss key children. Staff complete training to enrich their practice and to help improve outcomes for children. For example, recent training has improved staff's knowledge of how to develop children's language skills. However, the manager does not check that training has been effective and that staff use what they have learned to enhance their teaching skills, to support children's learning further.

What the setting must and should do next

The provider should:

• support staff to recognise how they can expand on children's developing interests during activities, to extend learning further
• help staff to embed new skills and knowledge they acquire during training, to improve teaching.