Little Willows Pre-school

What is it like to attend this early years setting?

Children thrive at this nurturing and stimulating pre-school. Staff greet the children with extreme warmth as they arrive. They take a genuine interest in what the children are saying and listen to their experiences. Children show that they feel safe and secure. They have strong bonds with the staff, who are calm and kind. Staff model good manners, such as saying 'please' and 'thank you'. Children share, take turns and play cooperatively together.

Staff offer a well-planned and sequenced curriculum that ignites children's motivation to learn. As a result, children become active learners. They learn about 'capillary action' and engage in exciting experiments, such as making rain clouds, using cotton wool and jars. Staff weave mathematical language into all aspects of children's play. For example, as children play a fishing game, staff model counting and adding. They support children to learn about the world around them. Staff help children to plant seeds and grow vegetables in the garden. They deepen children's understanding that seeds and vegetables need water and sunlight to grow. Staff engage children in rich and meaningful discussions. For example, children learn how tractors cut the grass in the fields and what ingredients they need to make a cake. Children listen attentively as staff read their favourite stories. They read to children in a way that encourages their enjoyment of books and learning.

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

• The manager and staff have an excellent overview of the curriculum. Staff have a clear vision of what they want children to learn. They plan around what children already know and can do. The inspiring environment enables children to re-enact their past experiences. For example, they enjoy playing in the role-play kitchen and shop. Children set up the area for the breakfast club. They pretend to buy cakes and fruit. Children give money to the shopkeeper, who puts it in the till. The children then put the items in the basket. This shows they have developed life skills that will benefit their future learning.
• The garden challenges children and gives them the opportunity to move freely in various ways. Children have access to a forest school environment, where they explore, learn about the natural world and develop life skills. For example, children build confidence as they problem-solve and manage risks.
• The pre-school is extremely inclusive. The special educational needs coordinator (SENCo) is effective in her role. She works closely with other professionals and implements tailored teaching and care. This helps to improve outcomes for children. The pre-school uses additional funding effectively to support children's individual needs. For instance, one-to-one support, additional sessions and resources are provided. As a result, children make the best possible progress in their learning.
• Staff manage children's behaviour well. They are quick to address negative behaviour and support children to learn what behaviour is acceptable and what is not. Children are helpful and respectful to each other. During snack time, they ask their friends if they would like some milk. Staff praise children's achievements, which helps to raise their self-esteem.
• Staff encourage children to be resilient and have a can-do attitude to their learning. For example, children pour their drinks and take themselves to the toilet. However, at times, staff do not make the best use of opportunities to encourage children to do more for themselves. For example, staff carry out simple tasks that children could do themselves, such as wiping their nose and serving their snack. This does not support children to develop their independence.
• Staff support children's communication and language skills well. They introduce new words as children play, which helps to build on their vocabulary. Staff repeat words and sentences back to the children so that they hear and learn the correct pronunciation.
• The manager is passionate and has a clear vision for the pre-school. She recognises and builds on the strengths of her team to create success. The dedicated team strives to offer the best quality care and education for the children.
• Partnerships with parents are strong. Parents speak positively about the pre-school and comment on how supportive and approachable the manager and staff are. They attend parents' evenings, which helps them to feel fully involved in their children's next steps of learning. Parents say that the pre-school offers a nurturing environment where children thrive.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to develop their independence.