Luxulyan Pre School

What is it like to attend this early years setting?

Children arrive happily at this caring pre-school. Staff offer parents and children a warm welcome. Children are settled and separate easily from their main carers, including children new to the pre-school. Children eagerly access the resources which have been carefully selected by staff to build on previous learning. Staff secure children's understanding by providing opportunities to recall their knowledge. For example, they ask children to tell them how dogs get to know each other and revisit other facts they know about puppies and dogs. Children show high levels of independence when choosing activities. They have the confidence to ask for resources that are not out that day. For instance, children ask for toys from the shed when playing outside and staff are happy to help them.

Children's behaviour is very good. Staff teach children the rules and set out the expectations of the pre-school. They use a consistent approach, such as using a bell and 'magic fingers' to show when it is time to stop playing and tidy up. All children interact well with each other and any disputes are quickly resolved. Children seek out their friends to play and have developed strong bonds with both children and staff in the pre-school.

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

• Staff provide an ambitious curriculum focused on preparing children for their next steps in learning and development. They observe and assess children regularly and identify ways that they can progress children further. However, staff do not always take full account of individual children's interests and next steps in learning during some planned group activities. Consequently, at times, some children are not always fully engaged in activities, or they do not always access some of the intended learning.
• The support for children with special education needs and/or disabilities is good. Staff quickly identify gaps in children's learning. For example, they use early screening tools to highlight where additional support may be needed for children's speech and language development. Staff seek help from outside experts and follow their advice. All children make good progress from their individual starting points.
• Staff are attentive to children and offer plenty of praise. Children develop high levels of self-esteem and show confidence in their abilities. For instance, they work together and persevere to complete puzzles and encourage each other by saying 'we can do this'.
• Staff promote children's communication and language well. They engage children in regular story and song times to build their pronunciation of words and vocabulary. They ask children questions and give them time to respond. Children are confident communicators. For example, they enjoy the 'chat and snack' offered where they talk with the staff and their friends during snack times.
• Partnerships with parents are strong. Staff offer daily updates on children's learning and development that directly supports children's progress. They provide examples of what parents can do at home with their children to help them achieve their next steps. Parents say they feel well-informed about their child's progress.
• Children develop their independence. For instance, young children quickly learn to wash their hands and put on their coats by themselves. Older children help to clean up after lunchtimes. However, staff do not encourage children to learn to wipe their noses and talk about the ways they can stop the spreading of germs while doing this. This does not fully support children's health and self-care.
• Staff provide regular trips in the local community and build children's understanding of the world around them. For example, children regularly attend events at the local school and take trips into the village. They meet people from the community at pre-school events such as Christmas fairs and duck races.
• Leaders offer strong and supportive leadership. Staff benefit from regular supervisions which focus on children's learning and staff well-being. Leaders and staff quickly identify where support or training is needed. Staff share what they have learnt at training days with their colleagues and work together to make improvements. The practice of all staff is continually improving and supports children's progress.

What the setting must and should do next

The provider should:

• strengthen adult-led activities to ensure that they focus on the individual next steps and interests of all children
• improve children's ability to independently follow good hygiene practices when they have a runny nose.