Moor Lane Church

What is it like to attend this early years setting?

Children are happy in this pre-school. They eagerly run to greet their friends and staff as they say goodbye to their parents. Staff build strong relationships with children. They recognise the positive impact this has on children's learning and development. Children eagerly share their home news with staff, who show they are interested in what children have to say.

Staff promote the curriculum for communication and language development well. Staff read stories, talk and sing to children frequently. They expose children to new vocabulary and use Makaton sign language to help children communicate. The curriculum helps all children to make good progress from their starting points and prepares them well for school.

All staff are attentive and are good role models. They have high expectations. Children understand these expectations and demonstrate excellent manners and behaviour. Staff teach children to become increasingly independent in self-care practices. They encourage children to wash their own hands before meals and after using the toilet.

The pre-school is at the heart of the local church community. Children and their families feel valued and have a strong sense of belonging. Parents spoke to the inspector about the great relationship their children have with the pre-school team.

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

• Leaders are committed to constantly improving and providing good-quality care. Staff speak positively about the support they receive through regular supervisions and guidance. Leaders understand the importance of continuous professional development and encourage staff to access regular training that is relevant to their roles and the needs of the children.
• Staff encourage children's curiosity and positive attitudes towards learning. They ensure that the learning environment is prepared well with a good range of activities that match children's interests. Children explore the environment and remain busy in their play. For example, children explore some ice in the garden and staff freeze in the water to extend the children's learning further. The children delight as they smash the ice and the staff show children how the ice turns into water as it melts.
• The pre-school team have good relationships with agencies that offer support for children with special educational needs and/or disabilities (SEND) and seeks their advice promptly when required. They integrate effective strategies for children with SEND into staff's practice. Staff quickly recognise when children have additional needs and offer effective and timely support. Parents are happy with the progress their children make. Staff give detailed handovers to parents and meet regularly to discuss their child's progress. This helps to identify and respond to any gaps in the children's learning.
• Children show they have a keen interest in books. Staff provide a range of fiction and non-fiction books for the children to explore. This helps to foster an early interest in reading and stories. Currently, the children are enjoying a book about a hedgehog. Children explore, using a fork dipped in paint, how to make hedgehog's quills. Staff provide varied opportunities for children to practise their early writing skills through everyday activities, such as providing clipboards in the role-play area, which children use to make a shopping list.
• Staff engage in play alongside children and initiate meaningful conversations. Children are confident and secure. Staff support children to engage in the various activities on offer. However, children and staff are at times unclear on what is happening next. This leads to children becoming unsettled and not ready to engage in the next part of the routine.
• The standard of teaching is good. Staff often have excellent interactions with the children and help them to build upon what they already know. However, group times do not always enable all children to gain the most from the activity. At times, staff do not organise the session in a way which engages the group. As a result, some children find it difficult to focus their attention, which disrupts the learning of others.

What the setting must and should do next

The provider should:

• consider the organisation of group times to enable all children to participate effectively and gain the most from learning opportunities
• support all children further to understand what is happening now and next during their daily routines.