Manor Road Pre-School

What is it like to attend this early years setting?

Children of all ages are incredibly happy, confident and settled at the pre-school. They are extremely eager to join in with the motivating activities that staff carefully plan for them. For example, children use materials to make their own instruments, such as rattles and drums. Children are excited to learn about the natural world. For instance, they are eager to check up on the progress of their caterpillars as they patiently wait for them to change into a cocoon. Children explore and investigate as they engage in simple experiences. This includes mixing liquids to create 'erupting volcanos'.

Children behave well and are very polite. They build meaningful friendships and enjoy each other's company. Children are extremely kind and empathetic. For example, they understand each other's different needs and abilities. Children learn about the benefits of healthy lifestyles. For example, they talk about the importance of brushing their teeth for two minutes to help keep them healthy and clean. All children develop good physical skills and learn how to move their bodies in different ways. For instance, they engage in daily yoga activities. Staff use additional funding effectively to meet the individual needs of children. They have purchased equipment, such as balls, to further interest children in outdoor play experiences.

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

• The manager and staff get to know children incredibly well. They fully understand their individual needs and what makes them unique. Staff establish extremely secure and trusting relationships with children. This helps children to develop a secure sense of belonging and self-worth. For example, children are extremely proud of the creations they make and beam with pride.
• All staff build on children's interests well. This helps them to plan activities that they know will motivate and engage children. For example, when children enjoy dinosaur play, they go on to make dinosaur dens. They use sand and make prehistoric fossils. All children have an outstandingly positive attitude towards their learning and make good progress, including those with special educational needs and/or disabilities.
• The manager and staff have a secure and confident understanding of all areas of learning. For example, children use mathematical language as they play. However, children do not yet have consistent opportunities to be more independent. At times, staff are too quick to intervene and complete tasks for them. This includes setting up activities and opening packaging at lunch.
• The manager and staff keep parents fully involved and informed with regards to their children's learning and achievements. They share detailed information about the children's day and what they have enjoyed doing. They regularly share useful tips to help parents to support their children at home. For example, they share healthy eating ideas.
• Staff do not consistently implement procedures for sharing information with staff at other settings that children attend. For example, some staff make contact to discuss children's learning, while others do not understand the importance of doing this. This means that staff do not yet provide children with the best level of consistency to their shared care and learning experiences.
• The team of staff evaluate their practice well together. They have daily discussions about how well they engaged children and how they can build on their experiences. The manager closely monitors the good quality of care and teaching that staff provide. She regularly observes staff interacting with children and provides them with constructive feedback to support their future performance.
• All staff attend regular training and are keen to build on their already good skills and knowledge. They have recently learned about different ways to help children to develop their communication skills. This includes using sign language. Children are confident to share their thoughts. For instance, they express their own ideas during role-play activities.
• Staff support children to develop an extremely good understanding and respect for other people's similarities and differences outside of their own communities. For example, children learn words in Spanish and French, such as 'hello' and 'goodbye'. Children talk about cultures of an extensive range of countries. This includes learning about traditional Turkish customs, food and music.

What the setting must and should do next

The provider should:

• support staff's understanding to consistently encourage children to complete tasks they are capable of and be more independent
• provide guidance for staff to strengthen their understanding of the importance of communicating with staff at other settings children also attend.