Mini Cowpers Pre-school Group

What is it like to attend this early years setting?

Children separate from their parents with confidence. They are warmly welcomed by staff at the door, which contributes to their swift and happy transition into the inviting pre-school. Staff thoughtfully prepare a range of activities that promote exploration and independent learning. They enhance children's curiosity through an engaging 'mystery box' activity, revealing a bird's nest, to spark interest. Children are encouraged to ask questions, make predictions about what materials have been used to make the nest and describe what they see. They use magnifying glasses to explore the nest in further detail. Staff skilfully weave in discussions about the pre-school's 'golden rules', reinforcing expectations, such as using 'kind and gentle hands', in context with handling the delicate nest.

Staff provide consistent emotional support, helping children to settle and feel safe. Their interactions are warm and responsive, which underpins their practice across the pre-school. Routines are well embedded, and children show high levels of familiarity and confidence. They listen for the bell to indicate transitions, such as 'carpet time' or 'lunchtime', and carry out tasks such as hand washing in preparation for lunch, with ease. Staff support turn taking and cooperative play effectively, helping children to play alongside each other and develop their social skills.

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

• Children make good progress in their learning and development. Staff have developed a sequenced and ambitious curriculum that is consistently implemented. Learning opportunities are a balance of adult-led and child-initiated experiences, such as messy play, sand and water exploration, and a daily 'wow' tough tray to reflect children's interests. For example, a recent topic on farm animals was developed following children's expressed interests.
• Staff place a high importance on settling-in procedures, which include home visits, allowing them to gain valuable insight into children's backgrounds and learning requirements. This information is used to adapt the curriculum, ensuring that it meets the needs of each child. Children are matched with staff they naturally gravitate towards, ensuring strong emotional bonds from the outset.
• Staff closely monitor children's learning through regular observations. They know children well and confidently identify next steps to help children progress, in particular for those who may have some gaps in their development. However, the curriculum and next steps are not always refined enough to support the most-able children to stretch and challenge them even further with their learning and development.
• There is a strong focus on developing children's communication and language skills. Staff are skilled communicators who model positive language and interactions through singing and discussions about the day of the week, the weather and a recent farm trip. Staff extend children's learning by introducing new vocabulary, such as 'sty', as they learn about different enclosures that animals live in. They incorporate positional language, such as 'next to', as children make the enclosures out of clay and small bricks, helping them to broaden their vocabulary in meaningful contexts.
• Children thoroughly enjoy play and exploring outdoors, with staff creating areas that mirror indoor learning opportunities and support physical development. Children engage in gardening activities, such as planting strawberries and tomatoes, to promote healthy eating and sustainability. Children become immersed in the mud kitchen, cutting herbs with scissors and mixing them with mud to create pretend drinks. They use equipment, such as trikes, scooters and climbing frames, to build on their gross motor skills.
• Partnerships with parents are strong. Families are kept well informed about their children's learning through an online platform and regular updates. The use of book bags and reading records encourages families to support children's literacy development at home. Children are empowered to choose books to take home, promoting a love of reading and preparing them for school.
• Leaders work collaboratively with the committee, creating a strong leadership team. Staff are well supported. They receive regular supervision and feedback and have access to a wide range of training opportunities to ensure consistency in practice and continuous improvement. Staff feel valued and report high levels of morale. Their well-being is prioritised, and contributions are recognised through positive initiatives.

What the setting must and should do next

The provider should:

• build on the curriculum and use of children's next steps in learning to stretch and challenge the most-able children's learning even further.