Little Poppies Pre School

What is it like to attend this early years setting?

Children are happy and arrive full of excitement. Staff greet the children with enthusiasm and encourage them to take off their coats and wellington boots and put on their pumps. Children eagerly choose what they want to play with from a wide selection of activities. They sit comfortably in a cosy book area, looking at their favourite stories. Staff read a story about animals. They change the tone of their voice to create animal noises which help children to listen and concentrate.

Children have a positive attitude to their learning and stay for long periods of time at activities they enjoy. They use their small-muscle skills as they paint boxes using the paintbrushes with control. Staff extend children's learning as they encourage the children to learn how to use scissors. They demonstrate how to hold the scissors and cut along straight lines. The children enjoy this opportunity and say 'snip snip' as they cut. Children develop their physical skills. They safely climb up large steps and confidently jump off. They know to bend their knees as they jump and shout with delight, 'I've done it,' as they land on the ground.

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

• The manager and staff implement a curriculum that helps prepare children for their future learning. For example, they support children's language skills well. Younger children sing familiar songs to help them remember words and understand. Staff encourage older children to recall their experiences from home. For example, they talk about the plants they are growing with their parents. These opportunities help to strengthen children's communication skills. However, during some group activities, younger children become restless and disinterested. This means they are not fully concentrating or expanding their speaking and listening skills.
• Staff promote children's mathematical skills well. They encourage children to count as they play and to recognise shapes. Staff encourage children to learn about capacity and measurement as they play in the sand. However, occasionally, staff do not give children time to find their own way of doing things for themselves. For example, children are not encouraged to decide how many scoops of sand it will take to fill different containers.
• Parents comment positively about the pre-school and what their children are learning. Staff communicate with parents in a variety of ways. For example, they hold parent meetings and have daily discussions. This helps parents to know what their children are learning, and they can help them at home if they wish.
• Staff are good role models and support children's behaviour. They teach children to take turns and to share toys as they play. They encourage children to use good manners and to say 'please' and 'thank you' at lunchtime.
• Staff help children to learn about people and communities. For example, they provide books and activities to reflect various religious and cultural events. For example, children learn about the festival of Diwali and make diva lamps.
• Staff promote children's self-care skills well and encourage them to follow good hygiene procedures. Children know to wash their hands as they arrive at the pre-school, after playing outside and before eating. Staff encourage children to open their own lunch boxes and yogurt pots. This promotes children's independence.
• Staff promote children's love of being active, both indoors and outdoors. They encourage children to challenge themselves by considering how they set up the climbing equipment. This promotes children's strength and coordination and encourages them to take risks.
• The manager supports staff effectively with regular well-being and supervision meetings. She observes staff practice to help improve their performance. The manager also identifies training needs for individual members of staff through discussion. Staff attend courses to keep children safe.

What the setting must and should do next

The provider should:

• review group activities to maximise the learning for all children
• give children more time to work out how to solve problems for themselves.