Mickleover Methodist Preschool

What is it like to attend this early years setting?

Children are happy and settled at the pre-school. They complete a self-registration activity with their parents on arrival and quickly join in with activities. Children display strong bonds with staff and approach them for cuddles. Staff are patient and kind as they demonstrate a genuine interest in what children want to tell them. Generally, children behave well. On occasion, when children demonstrate unwanted behaviour, staff deal with this swiftly. They explain to children why their behaviour is not acceptable and the potential consequences of it. Staff have high expectations of children and support them to use a brush to clean up when they make a mess. Children play well with their friends. They use their imagination to build a castle from craft materials and display good attitudes to teamwork and problem-solving.

Children become increasingly independent. Staff teach them how to zip up their jackets and use knives to cut up apples. Children begin to support each other, such as helping to find coats for their friends. Staff support children to develop their small muscles as they teach them how to move conkers and shells using tweezers. Children develop mark-making skills as they join in activities, such as painting on easels.

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

• Leaders have established a curriculum which is broad and well-sequenced. Overall, staff understand the curriculum and plan engaging activities for children. However, some staff deliver activities which do not have a clear learning intent or help children build on what they already know and can do. As a result, occasionally, children become disengaged and wander off in search of something else to do.
• Staff support children's communication and language development well. They use every opportunity to teach children new vocabulary and concepts. For example, at snack time, children learn about an apple core and the seeds inside it. Staff teach them words, such as crunchy and soft, to help describe the food they are eating. Staff use children's interests to teach them new words, such as jaguars and giraffes. Children show they are becoming confident communicators as they ask questions to find out why giraffes have long necks.
• The staff know their key children well. They plan for children's next steps in learning and understand how to plan activities to incorporate these. However, staff do not always deploy themselves to support children as play. Although children happily engage in activities, they sometimes lack interactions from staff to fully engage them in meaningful learning.
• The pre-school supports disadvantaged children well. Children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language all make excellent progress from their starting points.
• Leaders ensure that referrals to external agencies are made in a timely manner. They work in close partnership with several agencies, such as speech and language therapists and health visitors. Staff complete training to improve their knowledge of how to support children with SEND and use a range of different strategies and techniques to help close gaps in children's learning. For example, staff use visual aids to support children's communication and behaviour. They share these with parents to ensure continuity of care and learning. Parents say they feel supported by staff.
• Staff embed mathematics throughout activities. At snack time, children learn about whole, quarter and half. Staff support children to extend their counting skills as they count how many jumps their friends can do. Children begin to understand other mathematical concepts, such as length. For example, when children ask staff to help them use sticky tape, they ask for a long or short piece.
• Staff support children to develop a love of books and reading. Children enjoy using books to tell stories to their friends. They use their imagination to create their own versions of stories they recall. When staff read stories, they are engaging and pause to ask questions and check children's understanding.

What the setting must and should do next

The provider should:

• support staff to have a clear understanding of the curriculum intent and ensure their teaching is focused on what they want children to learn next
• review the deployment of staff to provide purposeful interactions for children to build on their existing skills and knowledge.