Mortimer Hall

What is it like to attend this early years setting?

Staff warmly greet parents and children as they enter the pre-school. The strong key-person system and well-thought-out curriculum supports children's emotional well-being. Children seek comfort and cuddles from their key person when needed, showing they feel safe and secure. Older children, in particular, display confidence by actively involving visitors in their play and cheerfully shouting 'hello' as people enter the room. This amazing confidence will benefit them in their future learning.

Staff consistently promote and support children's communication and language skills. For instance, they stay close as children happily chat back and forth while building with bricks, expertly interweaving new words such as 'big' and 'wobbly'. Children listen intently and enjoy repeating the new words they learn. They have a good vocabulary and animatedly use it to share their ideas with others.

This inclusive and stimulating pre-school ensures all children can fully participate in what is on offer. For example, children with special educational needs and/or disabilities (SEND) receive full attention and highly tailored support. Their key persons skilfully reflect on the children's needs and interests daily and children make good progress.

Staff have high expectations of children's behaviour. For example, staff ask children to line up and wait patiently as they move to the hall. This helps children to learn what is expected of them. Children's behaviour is good and the atmosphere is calm.

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

• Staff deliver a curriculum centred on building children's independence and confidence. They consistently encourage children to try new things and persevere. For example, staff motivate children to persist as they fill spray bottles. This approach fosters children's confidence and helps them to understand they can do things for themselves.
• Staff recognise the importance of providing lots of opportunities for children to engage in physical play. They plan engaging activities to help children learn new skills. For instance, children enjoy learning to use skipping ropes, using their leg muscles to jump off the ground with both feet. Their physical abilities are well practised. Children confidently climb large play equipment with little help.
• Staff are exemplary role models for behaviour and gently remind children of expectations. Children readily follow instructions and exhibit good behaviour. For instance, staff remind children to 'keep their feet on the floor' when they go to climb on furniture and children quickly respond. This helps children learn what is expected and enhances their listening skills.
• Staff are passionate about supporting children's emotional well-being. They plan appropriate activities to teach children about feelings. For example, staff enthusiastically portray a 'surprised' expression while repeating the word, helping younger children recognise it. Older children confidently label emotions, understanding that 'losing a toy can make you sad'. Children are developing an understanding of feelings that will help them in their personal development.
• Leaders are dedicated to supporting staff's well-being. Staff report enjoying their time at the pre-school. They value the kind and caring support they receive. Although leaders monitor the curriculum and discuss this with staff overall, they do not provide staff with specifically targeted professional development to help them fully understand and improve on practice over time. This leads to inconsistencies in some staff understanding the curriculum intent for some children's learning.
• Leaders and staff have positive partnerships with parents. Parents value the friendly staff and the homely environment provided. However, while the pre-school shares information through an online journal for parents to access, they do not consistently communicate children's next steps in learning. This limits parents' ability to support their child in making progress towards their development goals.
• Children with SEND are afforded the utmost care and learning, and this is a real strength of this pre-school. Staff effectively employ various strategies, such as remaining nearby and assisting children who previously felt unsettled during sessions. These children now navigate the environment confidently and happily. Staff recognise that achievements may be small but, as with all children who attend, these are celebrated with excitement.

What the setting must and should do next

The provider should:

• provide staff with precisely focused professional development to support the continual extension of their knowledge and understanding of next steps in learning
• strengthen communication with parents to help them to know their children's next steps in development, to enable consistency and continuity in their learning.