Lunsford Park Pre-School

What is it like to attend this early years setting?

All children are very happy, settled and confident. Children have a positive attitude towards their learning. They are eager to come into the setting and immediately engage in their chosen activity. For example, children are learning about numbers. They are excited to design and make their own 'cuckoo' clock. Children of all ages are independent. For instance, the setting is well organised to support children to confidently choose where they would like to play and what activities they would like to participate in. Children enthusiastically bring their imagination to life. For example, when they have a keen interest in space, staff encourage children to act out being an astronaut.

Staff are positive role models. All children know what is expected of them. For example, they are polite and behave well. They take turns with resources, waiting with patience, and play happily together. Children learn about the benefits of healthy lifestyles. They talk about the importance of healthy eating and follow good health and hygiene routines. All children gain good physical skills and enjoy using challenging equipment. For example, they confidently negotiate obstacles, such as steppingstones. Children learn to move in different ways. This includes jumping and hopping with confidence as they enjoy a game of hopscotch.

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

• The managers and staff have made significant improvements since their last inspection. For example, they ensure younger children have their nappy changed in a space that ensures their dignity and privacy. They have a clear plan in place, and they evaluate practice routinely. They are keen to continue to enhance their learning environments. For instance, they are currently creating a cosy area to support the younger children to have a space to enjoy if they ever feel overwhelmed.
• Staff attend regular and beneficial training. They have made good use of recent training in how to understand how younger children learn and play. As a result, staff are confident to support even the youngest children to settle and engage them in their learning opportunities.
• The managers and staff get to know individual children and their personalities and abilities. This helps them to establish secure and trusting relationships with the children, supporting staff to meet their needs. All children have a good sense of belonging and positive levels of well-being. They enjoy the company of staff. For instance, they are keen to share news about their day with them.
• Overall, parents speak fondly of the setting. Staff communicate with them daily and share helpful tips, such as healthy eating ideas. On occasion, staff provide parents with information about children's development. For example, they share photographs on a social media platform about what children have enjoyed doing. However, staff do not consistently provide parents with enough information about their children's individual next steps in learning and what progress they make to help them support their children at home.
• Children have good opportunities to develop a good understanding of the similarities and differences of people from around the world. This includes other languages. For instance, children learn words such as 'hello' and 'goodbye' in Italian and Tamil. Staff support children who speak English as an additional language effectively.
• Overall, all children are engaged in the learning opportunities that staff carefully plan for them. However, at times, staff do not organise changes in routine well to engage all children and help them understand what is expected of them. For example, when being asked to tidy up in the garden ready to come indoors, children wander aimlessly, and their engagement lacks during this time. This means that, for the brief moments during changes in routine, practice becomes a little chaotic, and learning is not as purposeful.
• Staff support all children to make good progress. This includes those with special educational needs and/or disabilities. Staff liaise closely with outside agencies and implement helpful strategies to support children. For example, they consistently use sign language to help develop children's communication skills.
• All staff support children to develop confident communication skills. They reinforce the correct pronunciation of words sensitively. Staff ask children thought-provoking questions, and they are keen to answer them. Children enjoy and benefit from the language-rich environment that is provided by staff.

What the setting must and should do next

The provider should:

• develop the ways that staff communicate with parents to keep them informed about their children's individual next steps and learning
• review and improve the organisation of changes in routine to ensure all children are engaged and understand what is expected of them during these times.