Meadow Farm Pre-School

What is it like to attend this early years setting?

This setting is at the heart of the local community, and staff actively encourage children to walk to pre-school with their parents, which many do. Other children choose to come on their bicycles and scooters. This encourages healthy lifestyle choices and supports children's physical development. The interactions between staff and children are warm, supportive and encouraging. Staff greet children and their families with genuine warmth on arrival. Children separate quickly and settle into their play routines. Staff get to know children very well, gaining a strong understanding of their individual needs, interests and development. They provide inviting and challenging activities for children to explore, thereby, extending their learning. For example, children wear safety goggles as they use tools to break ice eggs. This inspires children's natural curiosity and supports them to solve problems and take appropriate risks in their play.

Staff have clear expectations for children's behaviour, focused on kindness towards others. Children follow instructions and demonstrate an understanding of these expectations. Children behave consistently well.

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

• Staff have effective methods to help children to become confident communicators. They engage children in conversations and model language well. Staff read books with children and have discussions based on the stories they read. Staff use actions, pictures and objects of reference to support early communication and language acquisition. They introduce new words effectively, such as 'combine' and 'ingredients', which broadens children's vocabulary. This supports all children to become confident communicators.
• Staff work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are supported well. As a result, children with SEND continue to make progress from their individual starting points.
• Staff are wonderful role models for children. They place high value on being kind and caring for others. Children demonstrate a clear understanding of these expectations and the impact of their actions on others. For instance, when children accidentally bump into others, they say sorry and help each other up. Staff continually praise children for their positive behaviour. As a result, children show respect and consideration for others.
• Staff help children to develop their skills in mathematics. For example, they count out the number of spoons they need to measure ingredients to make biscuits. They support younger children to touch count objects, while older children can identify amounts without counting. Staff also model mathematical language as they challenge children to identify different-coloured shapes.
• Consequently, children develop their understanding of early mathematical ideas.
• Staff provide children with a range of experiences and opportunities that develop their knowledge of the local community. For instance, they enjoy walks to the local library, church and park. They also celebrate a range of special events, such as Mother's Day and Remembrance. While there is some effort to acknowledge cultural diversity through celebrations, such as Chinese New Year, the activities and resources are largely centred around British traditions and culture. This limits children's knowledge and understanding of the wider community and world.
• Leaders are focused on continual improvement. They have a clear vision for the future and are proactive in making changes to the provision, such as redesigning the outdoor area, which will strengthen their offer to the local community. Staff undertake regular training to help them carry out their roles effectively. This helps to ensure that they are well equipped to deliver high-quality care and the best possible outcomes for children.
• Parents value the information and help they receive from the setting that helps them continue to support their children's learning at home.

What the setting must and should do next

The provider should:

• extend the curriculum to enable children to broaden their knowledge of other cultural events and festivals to help them extend their understanding of the wider community and the world.