Marlbrook Pre-School

What is it like to attend this early years setting?

Children are greeted warmly by the friendly staff who meet them at the door. They settle quickly in the well-planned environment. Staff offer a wide range of learning opportunities to meet the needs and interests of the children. They allow children to take the lead in their learning, and they introduce concepts to the children while they play. For example, children dig for buried 'coins' and are encouraged to count them. They are introduced to further mathematical vocabulary such as 'more' and 'less'. Children excitedly engage in activities. They dress up as pirates, and staff suggest ideas for their play, such as sailing in a large cardboard 'ship' and singing along with staff.

Children develop secure attachments with the caring staff and feel comfortable contributing confidently in group discussions. Staff are positive role models. They reinforce behaviour expectations and often refer to the 'golden rules'. Children behave very well, and staff praise children's achievements and efforts. This helps to develop children's confidence and resilience.

Children enjoy their time outside. They play well in groups and independently. For example, children ride on cars and come to the 'petrol station', where other children fill up their cars and take 'payments'. Children have plenty of opportunities to develop physical ability both indoors and outdoors. They jump on the trampoline, ride on tricycles, use chunky chalk to draw on the ground and enjoy digging in the sand area.

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

• Leaders and staff plan a curriculum that includes meaningful experiences across all seven areas of learning. Staff build on what children already know and can do. There is an emphasis on developing children's speech and language skills. Staff know the children well and can discuss their progress and next steps. All children make progress in their learning and development.
• Support for children with special educational needs and/or disabilities (SEND) is strong. Staff have implemented a range of strategies to support their learning, such as speech and language games. Staff use lanyards with visual communication prompts to help children to communicate. The special educational needs coordinator works closely with parents, staff and other professionals and makes timely referrals for children who need them. This helps children with SEND receive the support they need at the earliest opportunity.
• Partnership with parents is good. Parents have a positive relationship with the staff and their key person. They say their children are well supported and comment on the progress that they make. Parents describe the pre-school as providing a 'family feel' for children and their families. Staff keep parents well informed about their child's time at the pre-school. This supports continuity between the pre-school and home.
• The manager is passionate about her role and puts a strong emphasis on staff well-being. Staff express that they feel valued and well supported in developing their roles. Staff benefit from regular supervision with the manager. They have access to ongoing professional development, and managers encourage them to access online training to help keep them updated. This results in a team of staff who share the same values and are able to provide high-quality care and education to children.
• Children have opportunities to develop their independence skills. For example, staff encourage children to put on their own coat and shoes, confidently access resources, know how to pour water for themselves and ask for help when needed. Older children use the toilet and dress themselves independently. Staff praise the children for showing these skills. This helps to promote confidence and resilience.
• Children's behaviour is good, and they follow the routines of the day. For example, they line up to be taken outside, they sit on the carpet to wait for the morning routine and wash their hands after playing outdoors. Although behaviour is good, staff do not consistently encourage children to take responsibility for the toys they play with. For example, not all children are expected to tidy up after themselves.
• Overall, staff support children well. Staff are enthusiastic, and they encourage children to make choices and decisions about their play. Staff interact well with the children. However, occasionally, staff do not give children sufficient time to think and respond to the questions they ask, and therefore, miss the opportunity to develop thinking skills even further.

What the setting must and should do next

The provider should:

• allow children more thinking time when questions are asked of them so they can fully process their ideas to give a response
• help all children to take responsibility for their environment by routinely expecting children to tidy up after they have finished playing.