Moira Pre-School

What is it like to attend this early years setting?

Children wave goodbye to their parents and carers and enter the pre-school with a smile. They know to put their lunchboxes away and their water bottles on the side. Children recognise their names and stick them to the signing-in board. There is a warm, nurturing feel at this pre-school. Children are kind and caring. They know what is expected of them, and they behave well. There is an effective key-person system in place, which supports children to form trusting bonds with staff. Children show that they are happy and secure.

Children explore the wide range of activities and resources laid out for them with excitement. They ask, 'What's this?' with wonder and curiosity as they spot a small-world farm set up in a large tray. Children engage in open-ended play. They start by moving animals around and replicating their noises. Their friends join in and the play changes direction. Children use small flowerpots to scoop up compost and pour it carefully into different containers. They chat with each other about what they are doing and happily play alongside each other. Children often invite staff into their play and are eager to share their thoughts and feelings.

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

• The manager understands how children learn and has a secure knowledge of children's developmental stages. She works closely with staff to plan and deliver a curriculum that caters to children's individual needs and interests. Children enjoy taking part in a variety of different activities that promote their ongoing development in all seven areas of learning.
• This pre-school has a longstanding, close-knit staff team. Staff communicate with each other daily and work together well to promote the best outcomes for children. The manager operates an open-door policy. She encourages staff to take part in training that interests them. Staff say they 'love working' at this pre-school and feel well supported.
• Staff speak with enthusiasm about the training they have undertaken and the positive impact it has had on their practice. They are passionate about children's mental health and have recently learned new strategies to promote children's emotional well-being. Staff have introduced new resources to the children and taught them different ways to understand and manage their feelings.
• Staff support children well in their communication and language. They clearly model language and introduce new vocabulary. For example, staff have identified that some children do not understand the word 'cooking'. They encourage children to incorporate the word into their play while teaching them the difference between the words 'cooking', 'making' and baking'.
• Older children have developed a love of reading. They listen to stories read by staff with intense concentration. Children show delight as staff use story sacks to bring books to life. Children snuggle up in the reading corner and flick through books together. They point at the pictures and chat about what they see. However, staff do not consistently consider how to engage all children in group story times. Younger children struggle to join in and do not always follow the story.
• Staff teach children about healthy lifestyles. Children choose from several healthy options at snack time. Staff encourage parents to pack nutritious lunches for their children to eat at pre-school. Children learn hygiene routines, such as the importance of washing their hands before eating and after toileting.
• Staff are knowledgeable about children and their home lives. They work closely with all families, including those of children who speak English as an additional language. However, staff do not prioritise learning about children's individual cultures and celebrating their differences. Children have limited opportunities to learn about diversity.
• Parental feedback about the pre-school is positive. Parents feel that staff understand their children's needs well and say that their children really enjoy all the toys and activities on offer. Staff share information about children's care and learning through conversations and written communication. They send out newsletters and ideas for parents to try at home.

What the setting must and should do next

The provider should:

• enhance opportunities for children to learn about cultures, traditions and different ways of life
• develop further opportunities for all children to engage in story time, to nurture their growing interest in books.