Merriott Pre-school

What is it like to attend this early years setting?

Children are confident, happy, emotionally secure and enjoying their learning. They are developing good skills for their future. They have enquiring minds and are independent in their personal hygiene and physical skills. For example, older children carefully and expertly cut around a desired shape. They wash their hands to eat, pour their own drinks and pass the jug to their friends. Children behave extremely well and are highly motivated, excitedly joining in with whole-group activities. For example, as soon as a bell rings, children immediately go to the area for circle time and eagerly participate. Children develop a love of books. They recall familiar stories as they use the good range of resources that spark their engagement. Staff read to the children, pausing for them to fill in words and to ask and answer questions. Staff use successful methods to help children to manage their emotions and express how they are feeling appropriately. Children are heard to make comments such as 'I love you' and 'You can share that'.

Parents confirm how effective the communication with the setting is, including through technology and daily discussions. They comment that staff appreciate the importance of the handovers and never rush these. Parents get consultation meetings and know their children's next steps to support them at home.

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

• The manager has a good understanding of her curriculum intent and ensures that staff plan a well-organised environment. This enables the children to make choices and lead their learning. Staff now seek good information from parents to know what children can already do and their interests. Staff monitor children's development well and use the information successfully to plan effectively for their next stages of learning.
• Staff provide good support so that children become confident communicators. For example, they give children enough time to speak and to ask and answer questions. They provide clear explanations and demonstrate well. Staff listen to children and help them to describe what they can feel and see. They introduce new vocabulary and find out whether children understand the meaning of 'big' words in books, such as 'magnificent'. Children engage in discussions with staff and each other.
• Children make choices, explore and are inquisitive. Staff provide an exciting environment and activities. For example, children find the right tools to fit nuts and bolts together as they pretend to be builders. They manipulate dough, strengthening their hands ready for writing. However, there are few resources outside that encourage children to want to use writing and literacy in their play.
• Staff provide excellent support for children to resolve and manage behaviour. Children are highly motivated and resilient when they come across a problem.
• Staff help them to make predications and test their ideas to find out whether they are right. Children have outstanding attitudes and engage extremely well.
• Children have good opportunities to be active and healthy. Outside, they create obstacle courses and confidently balance on planks, roll tyres and manoeuvre full wheelbarrows. They recall water freezing outside, and the importance of trees and taking care of the environment. Children use a range of tools safely. Staff provide good supervision and are deployed effectively. However, staff do not always encourage children to consider risks and ways to keep safe for themselves.
• Partnerships are strong. The manager and staff work successfully with local childminders who also provide care of the children. They share summative reports and work together to be consistent and complement children's care and learning. Other professionals visit the pre-school to observe children with special educational needs. They provide staff with advice, which they have found to be successful and beneficial to the children.
• The strong staff team has good, positive relationships. The manager and deputy work directly with the children and staff, providing effective role models. The manager is new to her role and has already introduced good systems to monitor the quality of the provision. For example, she provides staff with regular supervision, with an emphasis on supporting development and well-being. She has recently sent out a questionnaire to gain parents' feedback on the provision.

What the setting must and should do next

The provider should:

• help children to assess risks for themselves and consider ways to minimise these
• provide opportunities for children who prefer to learn outdoors to develop their literacy skills further.