Little Owl Pre-School Ltd

What is it like to attend this early years setting?

Children receive a very warm welcome on arrival at the setting. They develop their independence as staff support them to change from their outdoor to indoor shoes and hang up their coats. Through effective use of simple instruction and constant encouragement from staff, children persevere and demonstrate pride in carrying out tasks for themselves. Children eagerly find their name cards and register themselves on the board. They are excited to see their friends and together they enthusiastically explore the learning environment. Children are particularly keen to choose from the well-resourced dressing-up rail. They confidently put on outfits and headdresses. Children delight in looking at themselves in the mirror. This contributes to their positive sense of self.

Leaders ensure that children have an allocated key member of staff who provides consistent support. Before children start at the setting, staff spend time with parents to find out about their children's individual needs and interests. Staff then use this information to plan and support introduction visits. During settling-in sessions, staff offer constant support for children as they learn about the routine. Even the newest children demonstrate feelings of security and a sense of belonging.

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

• Leaders and staff have high expectations of children. They have developed a curriculum that is broad and balanced. Leaders ensure that the experiences on offer reflect the interests and fascinations of the children in attendance. Staff have a strong knowledge of child development, and they use this to sequence learning effectively. This supports children to make good progress.
• Leaders and staff are committed to their professional development. They access a range of training sessions and engage in professional discussions. Leaders encourage staff to reflect on their practice. This helps to drive improvement across the setting and ensures that the individual needs of children are met.
• Staff are skilful teachers and strong role models for children's communication and language development. They take every opportunity to extend children's vocabulary by introducing new words. For example, children learn about reindeer antlers as they engage in an adult-led activity. Staff ensure that children hear new words in context. They use visual cues to further build children's understanding.
• Staff plan targeted group activities for children. They differentiate teaching to ensure that children receive support that is appropriate for their age and stage of development. For example, children learn about shapes as they play a cooperative game. Staff encourage children to count the number of sides of each shape in order to distinguish between them. This supports children to extend their knowledge of mathematical concepts and helps to prepare them for the next stage of learning.
• Leaders ensure that children with special educational needs and/or disabilities (SEND) can access high-quality care and education. They work in partnership with parents and external services to ensure that children have the support they need. Staff use a 'small steps' approach to plan appropriate targets. This helps children with SEND make the best possible progress.
• Children behave well. Staff gently remind and support children to make positive choices in their play. They develop a clear understanding of the expectations in the setting. Staff consistently praise children as they take turns and share the resources on offer. Children are kind and compassionate to their peers.
• Staff provide uninterrupted periods of play that enable children to become deeply involved in their learning. They particularly enjoy imaginary play. Children negotiate the rules of their games and assign each other roles. For example, they delight in loading the sleigh and pulling their friends along.
• Children spend a lot of time outdoors. Staff are committed to children having plenty of fresh air and exercise. This supports them to develop a healthy lifestyle. Children develop strength in their large muscles as they run, climb and balance. Staff teach children the skills they need to roll and catch hoops. They laugh in delight as they chase the large hoops down the hill.
• Parents are thrilled with the setting. They appreciate the nurturing and caring approach of the staff team. Parents are unwaveringly positive about how well children settle and how happy they are. Parents describe how children eagerly run into the pre-school to see their friends and get involved in play. Parents feel well informed about their child's day and appreciate the detailed feedback from staff. They are over the moon with the progress that children make while attending the setting.

What the setting must and should do next

The provider should:

• review the curriculum for expressive art and design to offer children the same high-quality experiences provided for other areas of learning.