Little Merlins Pre-school

What is it like to attend this early years setting?

Children happily wave goodbye to their parents and run to play with their friends at the start of the day, showing curiosity and engagement. Toddlers are guided by staff to transfer water between containers, developing their hand strength. They take part in activities for long periods, demonstrating good levels of concentration. Staff develop strong relationships with children, understanding the positive impact this has on children's learning and development. All children make good progress and feel safe and secure.

Staff have developed a broad curriculum that supports children in being ready for the next stage of learning. There is a strong focus on outdoor play and developing social skills. Children enjoy playing in mixed-age groups in the outdoor area. Babies smile as they watch older children play with toy cars. Pre-school children help babies new to the nursery settle by joining staff in playing games with them.

Children are guided to explore and learn about a variety of religions and cultural celebrations. They explore Flora Day, supporting children to understand the heritage, traditional dances and songs of their local community. Children build an understanding of animals and nature, providing food and water daily for the nursery chickens. They develop knowledge about life cycles as they collect eggs from the coop. Regular visits to a local horse stable, where older children help groom and muck out the stable and enjoy a horse ride, develop children's confidence and social skills.

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

• Staff guide children to develop a love of books and stories. They read to children throughout the day, both indoors and outdoors. Children sit in the shade and listen as staff bring books to life with interesting voices. Through these stories, children learn about experiences beyond their own. A lending library is also provided, where children take books home, extending their love of books and bringing reading into their home life.
• Children's creativity is encouraged as they explore their imagination through role playing and dressing up in costumes. Older children are keen to point out that they are wearing traditional costumes, including white dresses, top hats and long gloves. They imagine themselves as adults taking a stroll. As they observe flowers, they create their own using coloured salt dough and straws, developing their creative ideas.
• Staff guide children to develop their language and communication skills. They often sing to babies, teaching them new words and helping them understand rhymes. With older children, staff have conversations, asking questions like, 'What colour is that object?' However, staff tend to ask questions that only need short answers, not giving children time to think and respond more. This reduces the opportunities for children to explore their own ideas and interests in detail through conversations.
• Children are kind and eagerly take turns and share. For example, when they want to play with the monkey bars, they wait until their friend has finished their turn. Children follow instructions, such as washing their hands before eating. Staff praise children's achievements and support children to understand how their behaviour impacts on others.
• Children are supported in developing their independence skills. Staff encourage children to drink water to stay hydrated and to recognise their name labels on water bottles. Staff help children develop healthy eating habits by providing healthy food options during snack times. After lunch, children take turns brushing their teeth, supported by staff in developing healthy routines.
• Staff plan activities cohesively. For example, creative activities link with the cultural celebrations of the week. Staff ensure that they review children's progress to provide a full curriculum experience. However, activities for older and most-able children do not provide the further challenge these children need.
• Leaders support staff to stay up to date with early years developments through ongoing training. For example, staff training on enhancing outdoor learning experiences has had a positive impact on children's development. Staff refine their practice by reflecting on feedback from colleagues. Valued in their roles, staff work well together as a team. Managers have strong links with other early years professionals and schools.
• Parents' feedback is very positive, and parents are keen to recommend the pre-school to others. The effective communication is praised, with parents feeling well informed about their children's activities and progress. Additionally, parents comment on how happy their children are and the strong friendships they form at the pre-school.

What the setting must and should do next

The provider should:

• support and encourage children to explore their ideas and interests even further to benefit their conversational skills
• strengthen the planning of activities for older and most-able children to ensure that they receive further challenge.