Marham Village Pre-School

What is it like to attend this early years setting?

Staff find out detailed information from parents about children's needs before they start at the setting. This helps staff develop close relationships with children. Children settle well into the setting. They feel safe and secure. Staff are warm and nurturing. They know their key children well and support their individual needs. Staff promote children's independence. Children go to the toilet themselves. They wash their hands for snack. Staff teach children how to put on their own gloves and hats. Staff model manners and encourage sharing. They swiftly and positively intervene when there are issues with children's behaviour. Children receive rewards for being kind to each other. They are proud to see their photos displayed on the 'kindness tree'.

Children enjoy their time in the setting. They learn to respect and value others. Children with special educational needs and/or disabilities (SEND) are warmly welcomed into the setting. Leaders have developed curriculum aims for all children to achieve. These are adapted so that children with SEND can also make progress. There is a strong focus on using sensory experiences for all children to learn. Children from disadvantaged backgrounds are well supported. They make good progress with their learning and development.

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

• Staff keep children safe and secure. They carry out risk assessments and deploy staff effectively so that children are supervised. Staff provide healthy snacks and drinks for children. Mealtimes are a social occasion. Children learn to sit and socialise with each other. Staff support children's physical development. Outside, they help children build an obstacle course, and children practise their balancing skills. Children use the large swing and apparatus to develop their physical abilities.
• Staff support children to develop their language skills. They read stories with children and sing songs. Staff teach children how to use sign language to communicate. Children enjoy talking to staff about their lives and experiences. Staff use spontaneous opportunities to support emergent literacy. Children draw shapes and letters in ice and sand. Staff embed counting in learning experiences. Children use different shaped cutters when playing with the play dough. This helps them to develop their mathematical understanding.
• Children learn about the world around them as they look after the setting's pets. They learn about responsibility as they feed and clean out the rabbits. Children spend a long time making mud soup in the 'kitchen' outside. Staff help them explore what happens when they add ice to the mixture. Staff provide role-play areas for children to play imaginatively. Children learn what it is like to go to the hairdressers.
• Staff bring in a corn snake for children to learn about. They teach children new vocabulary, such as 'forked' and 'scales'. Staff gently encourage children to touch the snake. Children eagerly draw the snake. They also create snakes out of paper plates. Other children make snakes out of dough. However, sometimes activities are not planned well enough to extend older children's learning. This means, occasionally, children miss out on more challenging activities.
• Parents speak highly of the setting. They are very appreciative of the support provided to children with SEND. They comment that their children make good progress in this setting and are fully included in all activities. Parents receive regular communication about their children's progress. Staff assess children's development and identify areas that require further support. They work in partnership with parents, professionals and local schools to ensure that children's needs are met.
• Leaders reflect on their roles and develop practice. Leaders arrange targeted training for all staff to attend. This helps to develop the teaching practice in the setting. Staff feel well supported by leaders. New staff are inducted well into the setting. They feel like part of the team. Leaders support staff to gain qualifications. Leaders care deeply about the setting. They are passionate about the care and education children receive and take the action needed to continually improve the setting.

What the setting must and should do next

The provider should:

• give more consideration to the planning and teaching of activities to ensure that they provide suitable levels of challenge for all children.