Longwick Preschool

What is it like to attend this early years setting?

Children are happy and motivated to learn at the pre-school. They settle well and freely choose what they would like to do. Staff are nurturing and sensitively support any children that may feel unsure or find it hard to separate from parents. They are responsive to their individual needs and take time to make sure they feel comfortable and secure. Children form close bonds with the staff and positive relationships with their friends.

Children benefit from a well-structured curriculum that staff have designed to ensure they are well prepared for their eventual move to school. Staff use children's interests and knowledge of each child's stage of development to plan experiences that build on what children know and can do. They identify where children may benefit from additional support and make sure all children, including those with special educational needs and/or disabilities (SEND), make the best possible progress in their learning.

Staff place a strong emphasis on supporting children's communication and language development. They have high expectations for what children can achieve and encourage them to become confident talkers. For instance, children sit together in small groups and tell stories. They listen to each other and wait for their turn to talk. Children describe what they have drawn and dictate a story they have made up. Staff write down their stories so children can see what their words look like in print. Children are highly imaginative and love sharing their ideas together.

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

• Staff support children to develop their physical skills. For instance, children build the small muscles in their hands as they use pincers to pick up peas and transfer them into pots. They practise their aim and coordination as they throw soft balls at sticky targets. Children have plenty of opportunities to move their bodies and be physically active throughout the day. They strengthen their fine and gross motor skills in preparation for their future learning.
• Staff provide children with first hand opportunities to learn about the world around them. For example, children go to the local post office and attend a forest school session at the nearby primary school. They look at a map as they learn about where we live and talk about other countries. Children regularly visit a care home for the elderly where they take part in music and movement or story sessions with the residents. Children develop their understanding of different people, places and their local community.
• Staff create a good balance between adult-led and child-initiated play. Their interactions with children are of high quality. However, sometimes staff teach children in larger groups and do not organise these activities as effectively as possible to ensure that all children maintain their focus and engagement.
• Leaders create a setting that is inclusive and accommodates all children. They use additional funding well to meet children's specific needs. The manager works closely with external agencies, such as occupational therapists and the local authority to ensure that support is in place for children with SEND.
• Staff encourage children to behave well. They set clear routines and boundaries so that children understand what is expected of them. Where children struggle, staff use a gentle and positive approach to support them. Children learn to share, take turns and recognise different emotions and feelings. They develop their social skills as they form friendships and play together with others.
• Staff give children opportunities to do things independently. For instance, after eating a healthy snack, children wash and dry their plates and cups by themselves. They work together to put things away and concentrate and focus on the task. Children manage their own self-care and take pride in being responsible and helpful.
• Leaders have systems in place to communicate with parents. They hold parents' evenings throughout the year to discuss children's progress. Overall, parents are positive about the pre-school. However, there is inconsistency in quality of information-sharing with parents. Arrangements to use an online system, while effective for most parents, have been problematic for others.
• The pre-school committee support the management team well and help them to continuously improve the provision for children. Staff feel valued in their roles. They benefit from opportunities to continue their professional development. For instance, training in understanding autism has helped staff implement new techniques and have greater awareness of how to identify emerging needs.

What the setting must and should do next

The provider should:

• support staff to develop the organisation of larger adult-led group activities to ensure that children maintain their focus and fully benefit from the learning experiences
• strengthen partnership with parents to ensure that all parents can access good communication about their child's progress and daily routine.