Moonbeams Preschool

What is it like to attend this early years setting?

Children attending this setting experience a safe, welcoming and inclusive environment where they are supported to flourish in all areas of development. Staff are positive role models and are on hand to ignite children's curiosity as they explore the learning environment. For example, as children investigate the mud tray, staff prompt discussions about the texture of the mud, introducing words such as 'sticky', 'squelchy' and 'gooey'. They weave mathematical language into children's experiences, asking them to compare the length of the worms they find in the mud. As a result of the carefully planned learning environment, as well as staff's knowledge of children's individual needs and interests, children's behaviour is good, and they demonstrate a positive attitude to learning.

Routines are well established and support children's growing independence. Children are encouraged to complete age-appropriate tasks, such as pouring their own drink and washing up their equipment after breakfast. When children sit down to eat lunch, they are given time to open their own lunch boxes and clear away the rubbish they might have at the end. Skills such as these give children a sense of responsibility and prepare them for their eventual move to school.

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

• Leaders have designed a highly effective curriculum that is ambitious for all children. Through staff training, as well as leaders being present in the learning environment, staff have a good understanding of how to implement the curriculum effectively. They plan highly engaging activities based on what children already know and can do and build on this over time. Subsequently, children make the best possible progress from their starting points.
• The pre-school is highly inclusive. Leaders and staff ensure that children with special educational needs and/or disabilities and other vulnerable learners receive robust and carefully targeted support. They work closely with other professionals, such as speech and language specialists, to ensure that children's needs are fully met. They make good use of additional funding to enhance the outcomes for all children.
• Staff know all the children and their families very well. Parents feel fully supported and state that the staff 'are really in tune' with their children's needs. A highly effective key-person system is in place, which means children have formed trusting relationships. From the start of their care, staff prioritise children's emotional well-being. Tailored settling-in sessions enable children and their families to feel safe and secure in the setting.
• Staff implement an effective curriculum for physical development. Outside, children navigate the climbing equipment, exploring different ways to move up and down. They work in teams to build towers and make 'pies' in the mud kitchen. Inside, staff provide children with a range of tools as they explore the play dough. They model how to roll, squeeze and cut the dough. Children are physically active during the day, and this contributes to developing their core strength, balance and fine motor skills, as well as their overall physical health.
• Children's communication and language development is supported well. Staff narrate children's play and use clearly spoken repetitive words, alongside facial expressions and Makaton, to support children's understanding and vocabulary.
• Staff provide children with regular praise and encouragement, which supports their confidence and raises their self-esteem. When children share and take turns, staff are on hand to praise their behaviour, stating 'well done', or 'good job'. When minor disagreements occur, staff deal quickly and sensitively with the situation and offer solutions to the problems. However, staff do not always provide children with clear explanations to further extend their understanding. For example, they do not always explain why they are offering praise or help children to fully understand why behaviour is unwanted.
• Staff are highly successful at promoting children's cultural capital and providing a rich set of experiences that help children learn about people, families and communities beyond their own. For example, children try foods from a range of different cultures and go on trips to the local library. Leaders are keen to expand children's understanding of different generations and plan to take children to visit the local elderly care home. These valuable experiences support children's understanding of the world and strengthen their sense of community and belonging.

What the setting must and should do next

The provider should:

• support staff to recognise when opportunities arise to extend children's learning further, particularly in relation to their behaviour.