Marlow Bottom Pre-School CIO

What is it like to attend this early years setting?

Inviting and motivating activities await children when they arrive at this welcoming pre-school. Staff greet children warmly, and they settle quickly. Children arrive eager to begin their day and excitedly seek out their friends. Younger children play alongside each other amicably. Older children work cooperatively, confidently talking to each other about what they are doing. They swiftly become absorbed in the learning opportunities provided.

Staff talk clearly to children and listen carefully to what children have to say. Children benefit from the close attention they receive from staff. For example, they become competent at using knives safely as they cut up vegetables to make pretend soup. Children benefit from inspiring and fun learning opportunities outdoors. They master their physical skills and extend their understanding of the world during regular forest school sessions. For example, children of all ages make bird feeders. They show perseverance and patience as they carefully thread cereal onto pipe cleaners and are delighted with the result.

The well-planned range of enjoyable experiences sustains children's interests and keeps them engaged. They demonstrate high levels of confidence and self-esteem in their learning, self-care and communication. Children learn the skills that they need and are well prepared when they eventually move on to school.

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

• The manager is passionate about the setting and has a clear vision for the future of the pre-school. She supports staff effectively with regular one-to-one meetings, training and opportunities to gain qualifications. For example, a member of staff has recently accessed training in communication and language. As a result, children's language skills have improved. However, members of the committee do not have a clear enough understanding of their roles and responsibilities to ensure the smooth running of the setting.
• The manager and staff provide a curriculum that follows children's interests and focuses on the development of the skills they will need for future learning. Staff use their observations and knowledge of the children to provide activities and opportunities to enhance children's learning. They find out what children already know and can do and plan varied and motivating activities.
• Parents are highly valued as partners and speak very positively about the provision. They warmly describe how happy their children are to attend the pre-school and talk about the 'phenomenal' progress their children have made. Staff provide parents with regular updates about their child's progress. For example, they hold parents' meetings, open days and provide daily discussions and newsletters to share information.
• Staff have high expectations for children's behaviour, and children generally behave well. Children have good attitudes to learning. For example, they listen to instructions when it is time to go home. Staff help children to understand about taking turns and to share toys. However, on occasion, when disputes arise, staff do not always intervene early enough. This allows disagreements to escalate, and the opportunity for children to learn how to compromise and listen to each other is sometimes lost.
• Staff plan focused activities that develop a variety of skills at one time. For example, children consider whether objects can float or sink and make marks to indicate their choice. Staff develop and extend children's language skills and understanding of the world, and they discuss the odd shape of a carrot and other vegetables. Many activities help children to strengthen the small muscles in their hands. For example, children use scissors and handle play dough.
• Staff support children's use of mathematical language and understanding of number well. Children learn to recognise numbers and count confidently. All around the pre-school there are examples of numbers being used in the environment, such as photos of road signs and prices in shops. Older children are able to count how many pennies the ice creams cost and can explain which is the most expensive.
• A significant strength of the pre-school is the quality of the relationships between staff and children. Children settle quickly due to the very caring and welcoming nature of the staff, as well as the well-established routines.

What the setting must and should do next

The provider should:

• further develop the understanding of roles and responsibilities for those with oversight of the provision, to ensure they carry out their duties effectively
• ensure that staff have an overview of children as they play in order to intervene in a timely manner when disagreements occur.