Lottie's Pre-School

What is it like to attend this early years setting?

Children happily arrive at the pre-school and confidently leave their parents at the door. They are keen to find their name on the photo tree, which is used for self-registration. This supports a sense of belonging and feeling part of the group. Staff greet children warmly, and they quickly settle to their chosen activity. Children enjoy a range of stimulating learning experiences, which enables them to make secure progress from their starting points. Younger children enjoy multi-sensory experiences, such as exploring glitter, sand and paint. They enjoy filling containers and show perseverance. Staff are nurturing towards young children's needs and help them to express their thoughts and ideas. Children show that they have close bonds with staff when they want to sit on staff's laps to enjoy a story together.

Older children form friendships and are able to work collaboratively together as they navigate fitting shapes into sorters. There are many opportunities to support children's early mathematical development. Children spontaneously count and use mathematical concepts during their play. This is supported extremely well by staff. For example, children have interesting discussions about jugs of sand being 'a quarter full' and know this is less than half.

Overall, children behave well, and they understand expectations, with the support of staff. Children respond to staff signals when it is time to listen and to help with tidying up. Staff reinforce positive messages, and children beam with pride when they are called 'superstar helpers'. Children are supported to express themselves and manage their feelings. They learn important concepts, such as sharing and taking turns.

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

• The provider and deputy currently provide effective leadership while a new manager is being recruited. The team works well together to provide children with good-quality care and education. Staff feel valued and supported. They are encouraged in their professional development and receive a range of training opportunities.
• Parents are exceptionally happy with the care provided to their children. They say their children enjoy attending and that staff are 'fantastic'. Parents comment that they like listening to their children sing songs they have learned at the pre-school. They particularly value the opportunity to discuss their children's progress with key persons, and they know planned targets to support children's development.
• Staff support parents to extend their children's learning at home. They have recently introduced a book lending library, which is very popular. Children love choosing books to take home to share. They develop a love for books, which supports their language and communication skills.
• Children benefit from regularly playing outdoors and being in the fresh air. Young children enjoy experimenting with sound as they crash and bang pots on the 'music wall'. They laugh as they listen to the loud sounds they create. Older children expertly use the 'water wall'. They skilfully pour water down piping, taking great care not to spill any.
• Staff have attended recent training to provide further support for children who are learning to speak English as an additional language. There is a good focus on building children's vocabulary in partnership with parents. However, sometimes, quieter children do not always get the same level of interaction with staff as more confident children. This means that, on occasion, quieter children are not encouraged to fully engage to maximise their learning.
• Staff work closely with parents to support the progress of children with special educational needs and/or disabilities (SEND). They recognise the importance of partnership working to understand the needs of individual children. The provider has recently identified an experienced member of staff to further support the needs of children with SEND and to share knowledge.
• Children learn to be independent by, for example, managing their toileting needs and putting on their own coats to go outside to play. These skills prepare them for their next stage of learning, such as their eventual move on to school. Children know when they are thirsty and independently access their water bottles. However, there are limited opportunities to teach children about the importance of healthy eating.

What the setting must and should do next

The provider should:

• support staff to provide consistent and high-quality interactions with quieter, less confident children to maximise their learning and to help them remain fully engaged
• make better use of everyday routines to help teach children about the importance of healthy eating.