Little Snoring Pre-school

What is it like to attend this early years setting?

Children happily settle into activities on arrival. Staff greet them warmly and ask them about their weekends, remembering any special events or visits the children had planned. They demonstrate a genuine interest and ask questions that encourage children to share their ideas and feelings. This helps children to feel secure and seen. Staff have high expectations for children. They provide clear instructions to help children understand the routines and rules of the setting. Children demonstrate their understanding and are keen to take part in key events such as tidying up and getting ready to go outside. Older children independently put on their coats, boots and waterproof trousers. Children recall important information that staff share with them about how to stay safe. For instance, they notice tiny mushrooms in the garden and know that they must wait for an adult to clear them away.

Children develop a love of stories and recall recent books that staff have read to them. They remember key events in the story, such as the three bears 'getting cross' with Goldilocks. Children begin to understand the importance of letters. They find their name card on arrival to self-register and on their place at mealtimes. Older children show an interest in writing their name on their pictures.

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

• The manager uses discussions with staff and insights from training to evaluate the provision and identify areas for development. She also works closely with children's key persons to ensure additional funding, such as early years pupil premium, is used appropriately to promote children's progress and well-being. Staff know children well. They use their observations of children to identify their interests and assess their development. Staff use this information to plan activities to help children achieve their next steps in learning.
• Staff access a good range of professional development opportunities, such as training and networking meetings, which help them to make improvements to their practice and the setting. For instance, they introduce new teaching approaches and small-group activities from communication training to support children's speech and language skills.
• The curriculum for communication and language is well developed and implemented. Staff provide lots of opportunities for children to practise listening, speaking and to build their vocabulary. They use pictures, gestures and props to support children's understanding. During an activity about daily routines, staff encourage children to explore mystery items in a closed bag, including flannels and toothbrushes. Children use descriptive language to talk about the items and make comparisons. They describe the flannel as being 'soft, like a rabbit' and the cup as 'hard and cold'. Staff teach children a song about 'getting ready for the day' which repeats key vocabulary. Children join in eagerly. They concentrate and respond quickly to the new actions and lyrics demonstrated by staff.
• The implementation of the curriculum for physical development is not as robust as other areas. Children have plenty of opportunities to practise their small-muscle skills and develop increasing competence. However, staff do not plan how to promote development of children's large-muscle skills, such as balancing or climbing, as effectively. As a result, children are often not confident or capable to navigate equipment or natural landscape features safely and independently in the garden.
• Staff work to build positive relationships with parents and other professionals. Parents praise the relationships their children have with staff. They comment on the helpful, friendly staff and how much their children enjoy attending. Although staff share information with parents, this is not sharply focused on supporting continuity in children's learning between home and setting.
• Children develop an understanding of how to keep themselves healthy. They wash their hands independently before eating and talk about brushing their teeth. Children point out their favourite fruits during snack times and dress themselves appropriately for the weather.
• Children often immerse themselves in play for extended periods of time. They concentrate as they experiment with equipment and resources. For instance, children use frames and guttering to create a 'limbo' game. They delight in trying to move under the gutter without touching it. Other children use guttering to create a 'slide' for toy cars, positioning it carefully so the vehicles will splash into a puddle at the bottom. They laugh as they take turns to launch cars from the top.

What the setting must and should do next

The provider should:

• strengthen the curriculum, including staff knowledge and practice, for teaching and promoting children's physical development and skills
• expand strategies to fully involve all parents in their children's learning.