Long Buckby Pre School

What is it like to attend this early years setting?

Children are warmly greeted by the kind and friendly staff. All children, including those with special educational needs and/or disabilities (SEND) and those who are new to the pre-school, settle quickly. Children confidently find their name card and place it on the board to show that they have arrived. Staff know all children well. They plan activities that reflect children's interests and that they know they will enjoy. Children make decisions about what they would like to play with. For example, they chose to use plastic tubes on a frame to create a runway for coloured balls of different sizes. Staff encourage children to think how they can position the tubes so the balls can run from the top to the bottom. Children show a sense of achievement as they celebrate with staff when they are successful.

Children build strong relationships with staff and enjoy playing with their friends. They demonstrate a shared sense of fun, which contributes to the overall calm and harmonious learning environment. Staff encourage children to be independent and involve them in the daily routines. Children respond positively to staff's guidance and hold onto the rail as they climb the stairs. They learn to look after their belongings as they hang up their coat and bags and change from their outdoor shoes to their indoor shoes.

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

• Leaders have taken swift action to address the action raised at the last inspection. They have provided the necessary information to Ofsted to ensure that all committee members' suitability can be checked. Additionally, leaders have implemented effective processes to ensure that timely action is taken should there be a change to the committee in the future.
• Overall, the curriculum is well planned and successfully implemented. Staff have a clear understanding of what children already know and can do. They know what skills they want children to learn next to help prepare them for their eventual move to school. Staff's interactions with children are positive and encouraging. However, on occasion some activities are not as well planned to help staff to extend children's learning further.
• Children's communication and language are supported well. Staff engage children in back-and-forth conversations as they play and during daily routines. They take care to ensure that all children are given time and space to contribute. Children listen attentively to stories read to them by staff. They show their delight as they point and name familiar characters in their favourite books. Children enthusiastically join in with the words and actions of songs and rhymes at circle time.
• Children's health and well-being are supported well. Children benefit from daily exercise and fresh air as they take part in a range of activities in the pre-school outdoor play space. Staff introduce a variety of different foods, including fresh fruit, for children to try at snack time, Children know to wash their hands before eating and after using the toilet.
• Overall, children behave well. They share and take turns during activities. Staff are positive role models. They remind children of their expectations for behaviour and offer lots of praise and encouragement. However, staff do not consistently help children to understand why some behaviour is less favourable and how this may make others feel.
• Leaders and staff work closely together to ensure that children with SEND receive the support they need. They provide individual support for children, adapting their approach as they play alongside them. Staff communicate frequently with parents and other professionals to agree planned strategies to support children in the setting. Together, they identify how to make best use of additional funding in order to meet children's individual learning needs.
• Partnerships with parents are effective. Parents value the time and care given to them and their children. Staff maintain a constant two-way exchange of information. Staff talk with parents when they drop off and collect their children and invite them to attend parents' evenings. Further information is also uploaded onto an online application. Parents are kept well informed and are fully included in their child's care, development and progress.

What the setting must and should do next

The provider should:

• continue to support staff in the planning of activities to help extend children's learning further
• help children to gain a greater understanding of behaviour and the impact that this may have on others.