Mere Pre-School & Nursery

What is it like to attend this early years setting?

Children enjoy spending time at this warm and welcoming pre-school. They settle well and display good levels of emotional well-being as they play harmoniously with their friends. Staff have a good understanding of the children in their care. They invest time in getting to know the children before they start attending. This helps to build trusting relationships so that children feel secure.

Leaders have developed a curriculum that fully supports children's communication and language skills. Staff teach the curriculum well. For example, they give children time to process what is being asked, which helps to support children's developing conversations. Staff carefully assess children's communication and language through regular observations. If there are any concerns, they put strategies in place to help children get the support they need.

Staff role model expected behaviour and use praise and encouragement. Staff show children respect and use good manners. Children respond swiftly to instructions and requests. They share resources with their friends and respond to gentle reminders when needed. Children are learning a range of skills to support them to move on to the next stage in their education.

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

• Leaders and staff carefully intertwine all seven areas of learning into children's daily experiences. They personalise children's learning, providing children with meaningful experiences that appropriately challenge them. Staff know what skills children have developed and what they want to teach them next. They plan for their individual next steps, enabling children to continually strengthen their knowledge. This supports children to be successful in their learning.
• Children behave well. Staff take time to talk to children. They help children by offering solutions and support them in managing their feelings and behaviour. Staff are prompt in addressing any behaviours that may impact on children's safety. However, at times, staff do not explain to children how they may cause danger to themselves or others. For example, some staff respond to this behaviour by commenting 'No, please do not do that', which means that children do not always receive a consistent explanation to know why certain expectations are in place.
• Staff support children to develop their mathematical skills. Older children count confidently and complete simple calculations by adding and taking away different numbers. Staff support children to learn shapes and colours as they use tools with the dough.
• Staff promote children's confidence and independence well. For example, children show good levels of independence as they use the toilet and they independently wash their hands. Older children make good attempts to put on their own clothing and shoes. All children keenly serve themselves during snack times to develop their self-help skills.
• Staff support children's communication and language skills effectively. They encourage children to engage in back-and-forth conversations, showing genuine interest in what the children have to say. Staff introduce new words such as 'fledging' while discussing baby birds and repeat words back to children, so they hear the correct pronunciation.
• Children with special educational needs and/or disabilities (SEND), or those on the pathway to diagnosis, are supported extremely well. Staff build close and professional relationships with other agencies and parents. Children with SEND show the good progress they make from their starting points. For example, they sit with a small group of children to take part in circle-time activities. Funding is used well for all children to meet their individual needs and to close gaps in their learning.
• Partnerships with parents are good. Parents speak highly of the care and learning their children receive. Communication is good and parents are kept up to date with their children's progress. Ideas and resources are shared to help continue children's learning at home. Parents state their children have made good progress in their communication, confidence, and independence.

What the setting must and should do next

The provider should:

• support staff further to help children understand behavioural expectations and the impact their behaviour has on themselves and others.