Little Thetford Acorns Pre-School and Children's Club

What is it like to attend this early years setting?

Children are happy at pre-school, and they thrive in the spacious learning environment provided. Staff secure warm relationships with both children and parents. Children are socially active with their peers, and staff help nurture friendships. Staff are positive role models, and this has a positive impact on children's development. Staff show children how to wipe their own noses, and children quickly learn to independently use a tissue, put it in the bin and wash their hands.

Children display a real buzz of creativity and have a wealth of resources to support their early mark making. They use paint to make lines and shapes for their own interpretation of the real flowers on display. Staff skilfully extend children's interests from planting seeds and gardening to build on their experiences. Staff support children to use scissors effectively, modelling how to hold them correctly. Children demonstrate focus and attention. They happily play independently and with others. Staff support children to make choices and help explain what is on offer. Children talk about emotions, and supportive staff help them to manage their behaviour. Staff have embedded expectations, and regular reminders are shared to promote positive behaviour.

The staff team members embrace each other's well-being, and this is evident in their attitude to their roles. They enjoy their jobs and work hard to provide a positive environment. Children make good progress from their starting points, and information gathered from families supports their growth and life experiences. Staff recognise the individual needs of children, quickly supporting them to receive early help if needed. Children with special educational needs and/or disabilities (SEND) are well supported by the knowledgeable special educational needs coordinator (SENCo), who implements individualised plans of support.

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

• Children develop their physical skills, exploring the spacious outdoor area. They run, climb and balance, moving their bodies and building core strength. Children explore the nature area as they plant seeds and watch them grow. They explore the willow yurt and make unique spaces to play and be imaginative. The mud kitchen and wheeled toys add opportunities for further challenging play. Children make up their own games and use counting as part of play. They talk about adding more, and they count by rote.
• Children enjoy putting the toy cars through the 'car wash' water tray. They mix bubbles and use various tools to clean the cars. Staff engage in play with the children, adding to some of their conversations. However, when staff ask questions, they do not always give children sufficient time to respond with their own ideas. Children have fun splashing in the bubble puddles they make on the floor. They squeal and laugh as they show their excitement. They put on and take off their wellie boots and can identify if they are too big or too small.
• The curriculum is ambitious, and leaders are clear about what they want children to learn. Staff follow children's interests and plan for their next steps in learning effectively. Children have access to a range of books, which helps them to learn about the world and the environment. They enjoy opportunities to join in with rhymes and stories. They join in with actions to known songs and use instruments to make their own musical beats. Children choose books and ask staff to read to them, which helps promote an early love of reading. Staff engage with children through stories. They bring characters to life and encourage children to join in. However, on occasions, these activities do not help children to build on their learning, communication and vocabulary.
• Children are independent when using the toilet and when handwashing. The snack routine is embedded, and children are eager to help with all aspects. They enjoy pushing the trolley with all the lunchboxes on and setting up the drinking bottles area. Children make healthy choices about foods, and playing games helps support this understanding about what is healthy or not healthy.
• Partnerships with parents are good. Communication is strong, and parents receive regular updates on how their children are progressing. Home visits and information gathered when children start support partnership working effectively. Trusting relationships are formed and built in the best interests of the children. Settling in and transitions are well supported, helping children to feel safe and secure. Parents praise the staff on the care their children receive and their nurturing attitude. They are reassured their children are well cared for at pre-school. Parents believe their children receive a good foundation as they move on to their next stages of education.

What the setting must and should do next

The provider should:

• build on the already good practice of staff to develop a deeper knowledge and understanding of why and how to extend children's learning further with a focus on communication and language.