Little Oaks Pre-School

What is it like to attend this early years setting?

Children are happy and settled at the pre-school. Staff support children to settle in quickly when they start. They speak confidently about the children and know how to comfort them. Babies build strong bonds with their key person, turning to them for reassurance as they explore the dedicated baby area.

Staff support children to be physically active. Children confidently climb on the play equipment and slide down the slide in the outdoor area. Staff lead music and dance sessions with great enthusiasm. This passion spreads to the children, who excitedly join in and follow the instructions and guidance staff provide them. These experiences help children to build the larger muscles in their bodies and strengthen their coordination.

Staff consider the layout of the rooms carefully to support children's independent learning. Children respond by confidently selecting things to play with themselves. They remain at the activities they choose for some time, engaging other children and adults in their play. Children behave well. Staff are on hand to support children who are less confident at selecting their own activities, gently encouraging them to come and join in. Children respond positively to this support, and this helps them to explore new learning opportunities and try new things for themselves.

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

• There is a well-planned and purposeful curriculum across the pre-school that is relevant to the children who attend. Managers know the local community well and carefully consider how to address any possible risks which they may encounter. They focus the curriculum on building children's skills and developing areas where children may be less confident. Managers and staff take into account children's existing experiences and the opportunities children may have less access to outside of the pre-school. As a result, children receive a well-rounded education at the pre-school.
• Children enjoy the range of learning opportunities on offer outdoors. Staff recognise the importance of children having access to a wide range of experiences and support children's learning effectively. For instance, children dig for worms in the mud and become excited when they find one. Staff build on this and encourage the children to take a closer look at the worm to explore their features in more detail, helping children to gain a deeper understanding of the natural world around them.
• Older children confidently speak to visitors, engaging them in imaginary play as they pretend to telephone their family members. They name the shapes they can see and accurately count how many sides each shape has, discussing what they know with those around them. However, opportunities for younger children to build on their conversational skills and share what they know are not as consistently well supported. For instance, staff supervise children as they eat their lunch but do not engage them in meaningful discussions during this time.
• Parents are happy with the care their children receive. They feel well informed about their children's time at the pre-school and keep up to date with any relevant information in a variety of ways. Parents recognise the progress that their children make at the pre-school and the part that the staff play in this development.
• The strong management team oversees the provision well. It has clear ideas of how it can continue to develop the pre-school further. Staff receive strong support and regularly discuss their practice. Managers observe staff interactions with children and set staff achievable and relevant targets. Staff keenly develop their professional knowledge, completing relevant courses. They use what they learn in their training to make changes to the pre-school, which benefit the children who attend.
• Children who have special educational needs and/or disabilities receive effective support. Staff work closely with parents and other professionals to provide meaningful learning opportunities to children. Staff identify specific targets and update these regularly. They share strategies with parents to provide children with consistency between the pre-school and home. Support focuses on the individual needs of each child and is implemented well by the whole staff team.

What the setting must and should do next

The provider should:

• support staff to provide consistent opportunities for younger children to build on their social skills and share their own knowledge and experiences with others.