Marshfield Pre-School

What is it like to attend this early years setting?

Leaders and staff implement a highly ambitious curriculum that aims to provide children with the skills they need for their future learning. Children have ample opportunities to develop their emerging independence. Younger children find their name cards and put them back in their drawer when they have finished. Older children cut their own food during lunchtimes and hang their jumpers up to dry when they are wet. Children demonstrate confidence when completing everyday tasks. Staff and children have fun together as they practise for their sports day. Young children develop their larger arm muscles as they throw beanbags into a hoop, and older children develop their hand-eye coordination when balancing an egg on a spoon.

Staff help children to learn to use sign language and consistently narrate to them. As a result, children engage in back-and-forth conversations. For example, children confidently explain what they have built using magnetic blocks, and staff ask open-ended questions and introduce new vocabulary, such as 'reverse'. Children master the use of communication quickly. Older children negotiate and solve problems independently as they work together to try and cut some tape. Children develop resilience and demonstrate a positive attitude towards their learning.

Leaders and staff set clear rules and boundaries, helping to guide children's behaviour. Children behave exceptionally well and demonstrate superb manners. Staff are excellent role models and consistently praise children's efforts. Staff help children to recognise and communicate their feelings, such as giving their opinions and using voting systems. Children develop a strong sense of belonging.

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

• Staff implement a highly effective curriculum and plan inspiring activities tailored to respond to children's interests. This provides a personalised approach to children's learning. For example, staff add a picture of a rocket to the junk modelling tray, acting as a prompt for children to revisit their previous learning about Earth. Children make a volcano and say, 'It blows lava and stones come out. Meteors come from space.' This shows that children consolidate their learning and make excellent progress across the areas of learning.
• Staff have extensive knowledge of children and their families. They gather detailed information from parents when children start, such as developmental overviews. This helps staff to form robust starting points for children. Staff use assessment and observation to identify gaps in learning and implement targeted support swiftly. Staff use one-to-one and small-group times to focus more precisely on children's next steps in learning. This helps to maximise children's progress.
• Skilled staff help children to gain early mathematics skills routinely through their play. Children enjoy making dough 'ice creams' using scoops and cones. Staff and children extend this activity together and create a shop. Staff help children to explore new mathematical concepts, such as money. For example, they ask children how much the ice creams cost, and older children reply 'eight pounds'. Younger children say, 'I have eight monies.' Children develop their mathematics skills from an early age.
• Staff expertly support children's literacy skills. Older children begin to form letters as they write shopping lists during role play. Younger children begin to recognise actions linked to sounds during a phonics session, supporting their phonological awareness. Children are well prepared for school. This is supported by staff's strong links with local schools, who carry out teacher visits and whose staff accompany children on their 'move up days'. This helps to create smooth transitions for children.
• Leaders have formed strong links with the local community. Children enjoy a rich set of meaningful experiences, helping to broaden their knowledge of diversity and the world around them. With staff, children visit the pensioners' lunch club and enjoy walks to the local park. Parents offer their skills and help with the garden or talk about various occupations with children. This helps children to feel part of a positive community spirit.
• Dedicated leaders have established a robust system for training and coaching staff, ensuring continuous improvement and striving to empower them. For example, staff have recently completed a sign language course, helping to provide consistency across the setting and further supporting children's communication skills. Through regular supervisions, leaders identify areas for growth and value feedback from children, parents and professionals. Staff's morale and commitment to their roles are high. This means that children benefit from consistently strong teaching by motivated and skilled staff.
• Partnerships with parents are strong and support children to flourish. Parents report 'overwhelming' support and deeply value the care their children receive. They feel well informed about children's learning and comment on the noticeable progression of their children's development, in particular their social skills, communication and recent knowledge of planets.