Little Sunbeams Pre-School

What is it like to attend this early years setting?

Children are keen to come into the pre-school. They happily say goodbye to their parents and settle quickly with the kind and caring staff who welcome them warmly.

Managers and staff provide engaging learning opportunities that are ambitious for all children. They tailor these to children's needs, including those of children with special educational needs and/or disabilities (SEND). This allows all children to develop their skills and learning in a fun and safe environment. For example, children enthusiastically join in with play dough and drawing activities, confidently using tools, scissors and pens to develop their manipulation skills and dexterity.

Children are eager to join in with new activities and become deeply involved in their play. They invite staff to join in with them, and enthusiastically involve other children in their play. For example, children pretend they have an ice cream kiosk, and enthusiastically 'sell' these to their peers, describing their play to staff. Children generally behave well, following the rules and expectations within the setting. For example, when staff explain to children that there is no room at an activity straight away, they calmly move on to a different activity while they wait for their turn.

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

• Staff support children's communication and development of language skills well. Children have conversations with each other and with staff, and staff use these interactions effectively to extend children's thinking and ideas. Staff support all children to communicate in a way that suits them, and they understand the children in their care well. For example, staff use communication books with children who are not yet verbal so that they are able to make choices and communicate their needs.
• Children show an interest in books, frequently selecting books to look at independently or with peers. When staff read stories to children, they respond eagerly, showing a good knowledge of the story and joining in. This supports children's literacy skills.
• Staff engage enthusiastically with children, extending children's thoughts by adding in new concepts. For example, staff talk about different types of sea creatures and where they might live, and support children to count the sea creatures. However, at times, adults use a lot of closed questions. This does not encourage children to share their ideas or develop their vocabulary.
• Children are learning to be independent, which helps in preparing them for moving on to school. For example, children get their own coats on ready to go outside, and staff show children how to put these on independently.
• Staff talk to children about different foods, naming those that are healthy and those that are unhealthy. They encourage children to join in with naming foods they think are healthy, helping children to learn about making good food choices.
• Managers and staff work with parents, agencies and other professionals to support children, including children with SEND. Leaders and managers attend meetings so that they are fully informed of the needs of these children and put plans in place to help children learn and develop.
• Parents are highly complimentary of the support they receive from staff. They report seeing their children develop well while at the pre-school, and they value knowing that their children are happy. This creates a positive relationship between parents and staff, further supporting children's confidence coming into the setting.
• Staff attend training to increase their skills and knowledge and use this to improve their practice within the setting. For example, after attending autism training, staff have reflected on their environment and made changes to support children's sensory needs.
• Relationships between staff, and between the staff team and managers, are positive and supportive. Staff treat each other with respect, which models positive relationships to the children and contributes to a calm and caring environment within the pre-school.

What the setting must and should do next

The provider should:

• enhance staff's questioning techniques to ensure that children have opportunities to share their ideas and build on their vocabulary further.