Little Trees Pre-School

What is it like to attend this early years setting?

Staff are eager to welcome the excited children into the setting. Children happily leave their parents and join in with the vast range of activities on offer. For example, children play alongside their friends in the home corner, manipulating play dough and doing puzzles. The staff know the children extremely well and cater to their needs. The key-person approach is strong, and they have designated group times each day. This allows for staff to work on developing their key children's skills and understanding, such as promoting good oral health. Children relish these opportunities in this safe environment.

Children are confident and have good independence skills. Staff set up the environment to allow children to make independent choices in their learning. For example, children confidently access their own resources to support their play. They independently use the toilets and wash their hands. Staff encourage children to take turns and share. For example, children want to play on the trampoline, so the staff use a sand timer to ensure children fairly get a turn. Children respond to this well, and when the timer finishes, they come off the equipment to allow for their friend to have a go. Children have good personal and social skills.

Managers provide an ambitious curriculum. They focus on communication and language development, in particular listening and attention skills. For instance, children sit nicely to listen to stories and answer questions about what has happened. Children have access to all seven areas of learning during their play, which is planned well and follows their interests. Staff also plan for children to access new opportunities, such as growing vegetables. Staff join in with children's play to extend their learning further. Children enjoy their learning experiences and extend their knowledge and skills.

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

• Staff feel extremely supported by their management team. Managers have very high expectations of their team and have a very hands-on approach. For example, they have their own key children. Managers meet with their team regularly to discuss their well-being and children's progress. They lead regular meetings where safeguarding is a priority. Staff undergo relevant training to help children's development, such as 'bucket time' to support language development. Staff work well together and continuously reflect on their practice to ensure high levels of teaching.
• Staff support children with special educational needs and/or disabilities well. They provide interventions frequently to ensure children are progressing in their learning. For example, a small group of children join to do a communication and language activity. This helps them to communicate with each other using visual aids, basic language and signing. Managers use any additional funding well to support individual children's needs. For example, they pay for uniform and buy resources to help children achieve in their learning. Staff also work with outside agencies to provide specialist support for those who need it, such as physiotherapists and speech and language therapists. All children have equal opportunities to achieve and are progressing well in their development.
• Overall, children's behaviour is good. There are rules in place that generally the children follow well. For example, they listen to their teachers and each other. Staff are quick to react when the classroom gets too loud. They provide lots of opportunities for the children to be outside. Children follow instructions and routines well. However, staff are inconsistent in their approach to helping children understand that their behaviour can affect themselves and those around them. For example, children are so eager to move around the nursery that sometimes they hurt others.
• Staff provide good opportunities and support for children to develop their physical skills. Children choose activities to extend their fine motor skills, such as manipulating play dough and mark making. They also have lots of opportunities to extend their gross motor skills. For example, they climb and balance on logs, tyres and climbing frames. Children move confidently and show strength in their hands when using one-handed tools.
• Staff teach mathematics consistently throughout the day. They encourage children to count, problem-solve and have discussions relating to size and shape. For example, staff ask the children to count how many vegetables there are and if there are enough for all the children. When there are not enough, children start halving the vegetables to share. Children have good knowledge of mathematical concepts.
• Parents are very happy with the care provided. Staff communicate effectively with parents and keep them up to date on their child's development through an online system. Staff work closely with parents to ensure the children's needs are met. For example, staff and parents work together to ensure children get a school placement that will support their needs. Parent partnerships are strong.

What the setting must and should do next

The provider should:

• enhance the support for children to understand behaviour expectations and the impact their behaviour has on themselves and others.