Little Steps Pre-school

What is it like to attend this early years setting?

Children settle very quickly and are eager to see what activities are available on their arrival. The curriculum planning enables them to develop a positive attitude to leading their learning as they explore. Children are confident to make choices and decide where they prefer to learn. For example, as children engage in creating bugs from craft materials, they decide to take a box outside to search for real bugs. They use magnifying glasses and mathematical language as they gently place a tiny spider in their small box. Then they return indoors, setting about making their own spider, solving problems through trial and error, such as what works best to stick on pipe cleaner legs. Children soon become confident in the environment and develop new skills through perseverance. For example, young children eventually manage to use stilts. They work out that, by supporting themselves by a table, they can balance easier and are incredibly pleased with their achievements.

Staff provide good support so that all children feel secure to learn. For example, children who prefer to engage in role play use good language skills. Even shy children contribute. Staff help them to narrate what they are doing and suggest what happens next, checking their understanding.

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

• The manager ensures a good curriculum. She intends for staff to focus on children's prime areas, particularly for those who entered below expected levels after the COVID-19 pandemic. She has a good understanding of how she wants staff to sequence children's development to help them achieve. For example, children use play dough and scissors to strengthen their hands ready for writing. Then they practise their early writing skills in their play.
• The manager and staff provide a fully inclusive provision. They spend funding appropriately to help children have the additional support and/or experiences they need. Parents confirm how proactive they are in supporting children with special educational needs and/or disabilities. Staff know the children well through their observations and discussions with parents. They share effective information to enable parents to support their children's learning at home.
• Children are confident communicators. Staff narrate children's actions, using sign language to support understanding for all. They help children to recall previous learning and extend their vocabulary. For example, staff inform them a creature in a book is a chameleon. Older children remember that camouflage means it can change colour to hide.
• Snack time is a social occasion. Children choose when to have it so as not to interrupt their learning. Staff meet children's needs well and know their dietary requirements. Children clean their hands and have some friendly discussions.
• They collect a cup and plate, take them to the table and pour their drinks. However, staff are not consistent in extending children's independence or using snack time as a greater learning opportunity.
• Children behave well and staff intervene effectively in children's minor arguments, helping them to think how to resolve them. Children agree to share and happily give others the resources when they have finished with them. Children help take care of the environment and work together well to tidy up.
• Staff encourage children to use books in activities and learn they are for information. They engage children successfully in acting out stories, and children eagerly join in with actions and familiar words. Outside, children access books independently. However, indoors, staff have not planned as well for children to want to access the book area. It is near the door to go out, which does not provide an inviting environment where they can concentrate fully.
• The manager and deputy work directly with staff and children, providing good role models for effective practice. They conduct regular supervisions of staff, enabling them time to discuss their well-being and development needs. The manager recognises the strengths of her staff, especially the new deputy who has adapted the planning to successfully meet the needs of the increased numbers of two-year-old children this year. The manager and staff regularly evaluate practice and staff have good opportunities for training to keep extending their skills and knowledge.

What the setting must and should do next

The provider should:

• improve the planning of the indoor environment to provide a cosy, quiet area that encourages children to use books independently
• focus staff development in ensuring they consistently extend children's learning during routines, such as snack time.