Long Crendon Pre-School and Out of School Club

What is it like to attend this early years setting?

Children arrive at pre-school happy; they demonstrate a positive attitude to learning. They dig for buried treasure in the sandpit, shouting with excitement when they find a shiny stone. Staff support and challenge children's mathematical skills. They help them to work out how many more stones they need to find. Children scoop dried rice into containers and use the weighing scales to measure which one is the heaviest.

Children have many opportunities to practise their physical skills. They thoroughly enjoy singing and dancing to music and steer bicycles around the garden. They roll hoops and race cars down the slide. Children skilfully cut out decorations using scissors and decorate them to put on the Christmas tree.

Children are learning to be independent in preparation for moving on to school. They put on their coats and wellington boots when going outside and empty their plate after lunch. Children sit on the carpet and eagerly listen to familiar stories. Staff remind them of the rules while at pre-school, such as using their 'listening ears' and 'kind hands'. Children learn how to keep themselves safe. For example, they talk about using their 'walking feet' when indoors.

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

• Leaders and managers provide a well-planned early years curriculum to support children's learning and development. Staff gain information from parents to find out what children know and can do. The staff target children's communication and language skills and their emotional and physical development. The curriculum offers a variety of well-presented learning opportunities that link to children's interests. Although, on occasions, there is less focus on the specific skill or knowledge staff want children to learn. Additional funding is used well, which supports the families and children that attend.
• Children focus on their play for long periods. For instance, they have great fun using their imagination building a campfire and toasting marshmallows. Staff teach children to learn words to help them express their emotions. For example, they draw faces on the 'gingerbread person' reflecting different expressions, and staff talk to children about how they feel today.
• Communication and language skills are well supported. Staff read stories to children and encourage them to enjoy books to help support their learning. Children sing familiar songs and use musical instruments to encourage their creativity. Staff provide time for children to speak about what they have being doing during the day. For example, during snack time, they talk about how they enjoyed playing in the tent. Staff promote children's language throughout all areas of the curriculum. They use labels and help children learn new words to extend their vocabulary.
• There are positive relationships formed between the key person and the families they care for. Regular observations and discussions with parents/carers enable the key person to get to know children well. Staff help children to learn how to keep themselves safe. For example, they talk about using their 'walking feet' indoors. Staff help children to learn about healthy eating and a balanced, nutritious hot meal is provided.
• Parent partnership is good. They feel well supported with their child's learning and have developed positive relationships with their key person. Staff work in partnership with other professionals who support children, including those who have special educational needs/and or disabilities. This enables targeted action to be provided to those children who need it.
• The provider has a good overview of the pre-school and how they operate. The nominated individual regularly visits the pre-school. Every term, the committee holds a meeting with the manager, who provides an overview of what has been happening in the pre-school. The manager observes staff practice and uses this as part of the supervision arrangements to identify training needs. During staff meetings, the manager shares information with the team to ensure their knowledge of any changes to legislation is kept updated.

What the setting must and should do next

The provider should:

• continue to support staff in gaining a clear understanding of how to focus teaching on the intended learning.