London Road Pre-School

What is it like to attend this early years setting?

Children and parents are welcomed into this friendly community pre-school by warm and approachable staff. Children settle in swiftly. The settling-in process is supported by a robust key-person system and continual communication with parents. Indoor and outdoor environments are carefully planned, with stimulating and challenging activities to support children to develop their physical and emotional health. Children benefit from talented staff, who read stories to them. Staff use animated voices and tones that conjure up excitement and anticipation of what might happen next. Children are inquisitive and curious learners. They frequently ask questions about the story they are listening to. Nurturing and attentive staff congratulate children on thoughtful questions. Staff listen encouragingly and respond with age-appropriate explanations and gestures, to further support their understanding. Children develop self-esteem and confidence in their abilities to communicate with staff and their peers.

Staff build strong attachments with the children in their care. Children are extremely polite and sociable. They have a clear understanding of the behaviour expected of them. At circle time, children recite the 'golden rules', such as 'walking feet' and 'kind hands'. Children gain a swift and deeper understanding of these rules, with corresponding visual prompts on the wall.

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

• Staff are skilfully perceptive to individual children's changing needs and respond quickly to them. They promote children's well-being by offering them a cuddle when they need some reassurance. Children who struggle to regulate their emotions, benefit from the cosy, quiet spaces that are provided. Staff know children well, and their interests are considered when adapting the cosy spaces to meet their personal needs.
• The manager has designed an ambitious curriculum, with a focus on encouraging children's independent learning. Children have opportunities to develop their independence by using the self-care stations, such as taking a tissue to wipe their noses. However, staff do not consistently challenge children to build upon what they already know, to develop even further independence in managing their self-care needs. For example, staff often step in and do things for children, such as putting on their aprons or wiping their noses for them.
• Staff have assessment systems in place to swiftly identify any gaps in children's learning. By using a speech and language assessment tool, staff put effective teaching strategies in place for those children with special educational needs and/or disabilities (SEND) and those who may need further support. However, staff do not seek advice from professionals, such as speech and language therapists, to further support children with SEND to achieve the best possible outcomes.
• Overall, teaching is meaningful. Children are taught in a way that means they remember what they have been taught. Staff actively promote children's mathematical skills. They use opportunities throughout children's play to incorporate number recognition and mathematical concepts. For example, staff encourage children to count pieces of toast at snack time. As a result, children are frequently heard counting in sequence and using mathematical language such as 'big' or 'small' during free play.
• Staff continually reflect on the provision so that it continues to meet the needs of the children who attend. The manager seeks new ideas for activities and resources to enrich children's learning. For example, staff have a puppet called 'Mary' that supports children's understanding of oral health in a fun, interactive and meaningful way. Staff understand the way children learn and adapt resources to ensure all children have full access to the activities on offer.
• Children's individualities are championed, and they are learning about what makes them unique. Staff value and promote equality and diversity. Children learn about their similarities and differences as they vote for their favourite story to be read. Children are relaxed and show their sense of humour as they express themselves freely to others.

What the setting must and should do next

The provider should:

• focus more consistently on supporting children to develop even further independence in managing their self-care needs
• consistently monitor and improve staff's knowledge to ensure all children, including those with SEND, achieve the best possible outcomes.