Madginford Pre-School

What is it like to attend this early years setting?

The new, enthusiastic manager has engaged well with the local authority, which has provided guidance and support to help make improvements since the last inspection. She is passionate about the pre-school and the care provided for all children. The curriculum has clear aims for children's learning, and staff plan inspiring activities to encourage children to make good progress. The staff team is dedicated to giving children a wide range of new learning experiences to build on their interests. For example, staff plan outings to the local library and promote shared reading at home to help increase children's interest in books and develop their early literacy skills.

Children settle extremely well on arrival. Staff spend time during the settling-in period to gather detailed information about children's backgrounds, previous experiences, individual routines and interests. Staff carefully use this information to support children's personal and emotional needs. Children establish strong bonds with their key person and familiar staff, who are caring and responsive to children's individual needs. Children play well together and are kind and respectful. They share ideas and help one another to complete tasks successfully. For example, children discuss the best way to connect blocks to make a particular model.

Children behave well and are enthusiastic learners. They eagerly join in with planned activities and are keen to talk about previous experiences. This helps children to build on what they already know. For example, children enjoy creating pictures of a butterfly and talk about their understanding of the life cycle of a butterfly.

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

• Staff have high expectations for all children and know their key children extremely well. The support for children with special educational needs and/or disabilities is a strength of the pre-school. Staff swiftly identify children who need additional support. They work closely with families and other professionals to create and implement individual learning plans. This helps children move forward in their learning and make good progress, and they benefit from continuity in their care and development.
• Staff are good role models for children and use positive behaviour management strategies. Children are kind and considerate to one another and develop good manners. Staff praise children for their achievements. This helps to promote children's self-esteem and confidence.
• Children's communication and language skills are supported well. Staff model language, repeat words and introduce new vocabulary. Furthermore, they use different strategies to ensure that all children have the opportunity to develop their communication skills effectively. For example, staff skilfully use picture cards, a communication board and signing to encourage children's communication according to their needs and abilities.
• The new manager places a strong emphasis on promoting staff well-being and ensures that their workload is manageable. She completes regular supervision meetings with staff, where key children are discussed and training needs identified. However, this is a new approach and opportunities for staff to increase their professional skills have not yet been fully considered to encourage continual improvement.
• Staff create an environment where children can explore a variety of interesting activities. They know where children are in their development and plan opportunities to help children to build on what they already know and can do. However, during some adult-directed activities, staff do not always provide children with opportunities to extend their learning further.
• Parent partnerships are effective. Parents comment that staff are kind, caring and supportive. They benefit from regular updates on their children's learning. This keeps parents informed on their children's development and how to continue to support their learning at home.
• Children's independence is supported well. They are encouraged to tidy away activities, put on their own coats and are given roles and responsibilities to care for the environment. They confidently ask for help and staff skilfully encourage children to have a go, suggesting 'let us try together' to further promote their self-care skills. Furthermore, children understand the importance of health and hygiene and develop good levels of independence, such as through handwashing before mealtimes.
• Children who speak English as an additional language are supported well in the pre-school. Staff use visual aids and key words to support children in their understanding and communication. Children learn about countries and cultures from around the world through activities and celebrations. This helps children to learn about similarities and differences between their own and other cultural backgrounds.

What the setting must and should do next

The provider should:

• support staff to recognise how they can expand on developing children's learning further during adult-directed activities
• target professional training for staff to enhance their practice to even higher levels.