Little Roo's Pre-School 2

What is it like to attend this early years setting?

Children are very happy to attend this setting. They arrive in the morning with a big smile on their face and they show a positive approach to learning. Children form very strong attachments with their key person, which supports their emotional well-being. Children are very familiar with the pre-school's established routines and they move freely from an area of learning to another, just as it interests them. For example, children get to choose whether they would like to play in the garden, or explore an exciting tray activity filled with lots of natural resources, including real flowers. While in the garden, the children have access to a wide array of activities that support their gross and fine motor skills, as well as their social interactions. For example, children are encouraged to set up a balancing beam activity and they take it in turns to explore this. As a result, they get a great sense of achievement, which supports their self-esteem and confidence.

Children learn more about the world around them, indoors and outdoors, while exploring a variety of exciting and inspirational activities and heuristic resources. This helps develop their imaginative skills, independence and problem-solving skills, as well as their communication and language skills.

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

• The pre-school offers a rich environment with plenty of learning opportunities. The setting has a natural and heuristic approach to learning. The children have access to a variety of books, strategically placed in every area of learning. The setting also benefits from a sensory area aiming to support children with special educational needs and/or disabilities. The pre-school also promotes children's self-regulation. For example, children can use the 'quiet zone' to calm down or make use of a book about a 'Colour Monster' to learn more about their emotions and how to express these.
• Practitioners have strong and sound relationships with the children. They have a robust knowledge of assessment and children's next steps and know how to support children's learning and development. At times, particularly in the younger age group, learning is not always extended further. For example, at circle time in the room for two-year-old children, children's communication and language is not promoted as well as at other times and children's vocabulary is not extended. There are also missed opportunities at mealtimes, when practitioners do not fully engage in conversations and discussions with the children.
• Older children gain well needed skills to prepare for future learning and starting school. For example, the children take part in a phonics activity, where they show great awareness of sounds, letters and proceed to simple blending too.
• Practitioners help the children develop their understanding of the world. For example, when a child has two snails in a jar, they are encouraged to look for more living things to observe and explore. Also, during a phonics session, younger children are encouraged to join in with an environmental sounds game. They identify bird sounds, and extend their vocabulary by introducing new words, such as 'cuckoo' and 'robin'.
• Partnerships with parents are strong and effective. They use the nursery software to communicate aspects of children's learning, including next steps and assessments. Parents also benefit from regular parent consultation with the key person to learn more about their child's levels of attainment.
• Leadership and management are strong and inclusive. The staff team is valued and they are supported in every way possible. This includes their well-being and professional development. There is strong and effective staff induction and regular supervisions for everybody.
• The leadership's vision for the setting is shared among the team. However, at times, newly recruited practitioners and those training, are not fully supported to understand the impact that delivering an ambitious curriculum has on children. Leaders take positive steps to ensure the team continuously develops professionally. For example, the setting's director is set to deliver specific training to support children's communication and language. In addition, one member of staff is being supported to achieve a qualification at level 5.

What the setting must and should do next

The provider should:

• extend and challenge children's learning even more, particularly their language skills and vocabulary
• improve knowledge and understanding of how children learn, to enhance the use of the curriculum, particularly those practitioners who are newly recruited or training towards a qualification.