Modbury Preschool

What is it like to attend this early years setting?

Children are excited to arrive and ready to explore the exciting activities on offer in this inviting pre-school. Staff have positive and friendly attachments with children throughout the pre-school. Staff caring for the youngest children are sensitive and very attentive to their individual needs. Children settle quickly and develop confidence as staff offer lots of praise and reassurance. Children are polite and cooperate well as they play together happily. Staff are good role models and provide gentle support for children's good behaviour.

Children benefit from a broad curriculum that follows their interests and supports their enjoyment of learning. For example, older children enthusiastically explore exciting musical instruments, such as large drums and colourful whistles. Staff skilfully encourage them to make their own instruments and develop their individual creativity.

Children develop a strong sense of belonging at the pre-school, which is part of the their local community. They join in with many local events and go on visits to places of interest, such as the fire station. Staff ensure that children learn about other cultures and traditions. For example, children thoroughly enjoy singing songs in Spanish. They smile and say 'hola' when they greet their friends. Children gain an understanding of the wider world and respect other cultures.

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

• The manager is very ambitious for the setting and leads a dedicated staff team with drive and enthusiasm. She reflects continually on the valuable service they provide for children and families. There is a sharp focus on providing children with what they need most to become motivated and successful learners. For example, children now benefit from many outdoor learning opportunities that support their good health and physical skills.
• Parents speak very highly of the pre-school. They say that staff are kind and the atmosphere is welcoming and comforting. Parents are positive about the wide variety of advice the pre-school provides. Staff share information about children's progress through regular discussions and an online system and parents say their children make good progress.
• Staff enjoy working at the pre-school and feel valued by families and by the manager, who is relatively new to her role. She provides good support to staff as they continue to develop their skills as a team. For example, there is a display where the achievements of staff are celebrated. The manager recognises the need to provide further opportunities for staff to share their expertise and improve their teaching skills at an even higher level.
• Children communicate confidently with others. Staff expertly model new vocabulary to younger children as they make pizzas with play dough, for example. They talk about the different textures and children repeat the words, extending their vocabulary effectively. Throughout the pre-school, staff interact positively with children, valuing what they have to say and encouraging conversation. Children make good progress in their language development.
• The manager diligently seeks help from other professionals when children need extra help. Together with staff, she tracks children's progress to identify children who need support. The manager uses additional funding effectively to provide children with learning experiences that enable them to reach their full potential.
• Staff encourage children to lead their play and follow their own ideas. For example, children decide to make a house for a dinosaur as they paint a large cardboard box. They extend their imaginations and physical skills as they happily work together. Children also take part in inviting adult-guided groups. Occasionally, however, some group activities do not successfully engage all children to support their participation and learning fully.
• There are very strong partnerships with local schools. The manager is highly proactive in seeking opportunities for children to experience school life as they become ready to move on. For example, children have regular visits to the school and they join with the schoolchildren for events such as sports day. Staff work closely with staff from the school to ensure that there is consistency and continuity. Children go on to their future education with confidence and self-assurance.

What the setting must and should do next

The provider should:

• review adult-guided group activities to ensure that all children take a full part and develop and extend their learning further
• extend opportunities for staff to develop their knowledge and skills further to raise the standard of teaching to an even higher level.