Long Bennington Pre-School

What is it like to attend this early years setting?

Children confidently and excitedly enter the pre-school, leaving parents with ease at the door. Children independently hang up their coats and bags. They find their picture cards and put them next to faces showing different emotions to show how they are feeling. This gives children a sense of belonging. Children look out for their friends and enjoy playing with them. They are kind to each other and share the toys well. Staff have high expectations of children's behaviour and praise children's thoughtfulness to each other. For example, when an older child helps a younger child with the tape dispenser on the construction table, staff talk about the importance of being helpful and respectful.

The effective key-person system enables children to feel safe, secure and to want to explore the well-planned environment. Children are inquisitive and eager to explore activities. They enjoy making their own play dough, commenting on whether they need more water or flour from the dispensers. They knead the dough, strengthening their hands and fingers ready for writing. Staff notice when children who are new to the setting want to join activities but are unsure. They provide sensitive support, enabling children to feel confident to have a go and take part.

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

• Staff provide children with a curriculum which builds on what they already know and can do. For example, after listening to 'Jasper's Beanstalk', children sell plants at the pretend garden centre. Children practise naming plants and develop counting skills as they put money from the sale of the plants into the till. However, occasionally, staff do not successfully meet children's learning needs in planned activities. Therefore, some children do not gain the most from these learning experiences.
• Children have lots of opportunities to practise their communication and language skills, for example they enjoy stories, rhymes and songs. Staff narrate what children are doing and rephrase what younger children say, expanding on their vocabulary. Staff recognise the importance of listening to children and modelling language. For example, they fluently explain comparative language to describe the size of objects.
• Staff consistently encourage children's independence, for example at snack time children serve themselves. Staff are skilful in providing just the right amount of support to enable children to achieve things without getting frustrated. For example, young children are encouraged to take their slippers off and put their shoes on when going outside to play. Staff demonstrate and give clear instructions, so children are very pleased with their own achievements.
• Parents are positive about the pre-school and the staff. They comment that the staff are 'friendly, approachable' and their children, 'love attending'. However, staff have not ensured all parents know what they can do to support their child's learning at home.
• Children learn about similarities and differences between themselves and others, for example they look at pictures of different aged men, women and children from a variety of cultures. Children develop an understanding of the world around them and how to safeguard and respect the environment. They recycle materials from the rubbish and compost waste food from lunchtime.
• Children's physical health is promoted well through provision of nutritious snacks, regular fresh air, and exercise. Staff provide ample opportunity for all children to be physically active outdoors. For example, children enjoy pretending to drive tractors and talk about moving hay bales as they have seen their parents doing this at home. They talk to staff about insects they have found and try to identify them. This helps children to develop confidence and coordination skills. Furthermore, staff use snack times and mealtimes to help children understand the benefits of eating well.
• The manager ensures staff are supported with an effective supervision process. She encourages staff to discuss their key children as well as their own development. Staff feel very supported by the leaders in the pre-school. The manager has a clear vision for the development of the setting and uses training effectively to develop staff knowledge.

What the setting must and should do next

The provider should:

• refine the implementation of the curriculum, to focus sharply on children's next steps in learning
• extend the partnerships with parents further to help all parents understand how to support their child's individual learning at home.