Mossley Hill Pre-School

What is it like to attend this early years setting?

Children flourish in this warm and nurturing pre-school. They arrive happy and are eager to play with their friends. Staff follow children's interests to provide a broad range of exciting experiences that build on what children know and enjoy. For example, to expand on children's love of stories, such as the 'The Gingerbread Man', staff create a 'rescue mission' for them to take part in. Children then keenly search for the missing gingerbread man and squeal with delight when he is found.

Staff are excellent role models. They support children's personal, social and emotional development extremely well. For example, while they play, children are reminded that when they are kind they make their friends happy. Children are praised for their efforts and are encouraged to keep trying when at first they do not succeed. This helps to build self confidence and helps children to become resilient learners.

Leaders have noted that, as a result of the COVID-19 pandemic, they have seen more children who need support with their language and communication development. Consequently, they have introduced new assessment methods to identify gaps in learning quickly and put in place effective strategies to close these gaps. As a result, children make good progress from their starting points.

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

• Overall, the curriculum is considered and implemented well. Staff understand children's needs and differentiate activities to suit the different ages and stages of children. However, at times, staff do not always support the needs of all children. For example, as children line up, staff talk with older children about their position in the line, but they do not engage with younger children. This means that younger children do not receive the same learning opportunities as older children during daily routines.
• Staff provide many opportunities for children to develop their early literacy skills. For example, children practise making marks and moulding play dough. This helps them to develop the muscles needed to hold a pencil and eventually write their name. Children are able to skilfully retell their favourite stories using puppets and props. They are developing their imaginations and are able to explain what they think could happen next when making up their own stories.
• Staff know their children extremely well and skilfully scaffold learning. For example, when playing with the children, they ask questions such as 'I wonder what would happen?' This encourages children's thinking skills and motivates them to persist at testing out ideas. As a result, children become good problem-solvers and are confident to share their ideas.
• Children have many meaningful opportunities to explore different cultural festivals from around the world. For example, as part of Ramadan celebrations, children, staff and visitors were asked to think of a good deed and put it on a tree. This represents respect and kindness to be shown towards others. For Easter celebrations, children created their own Easter bonnets and had a parade for parents and families. These opportunities help children to develop a knowledge of the wider world.
• Children who speak English as an additional language are well supported. Staff treat all children as unique individuals. There are plenty of opportunities for children who speak other languages to use their home language and to share their own unique traditions. This helps to show children that everyone is valued.
• Children benefit from trips to their local community and beyond. For example, they take walks in local woodland and purchase fruit and vegetables from local suppliers. This helps children participate in community life and prepares them for the world around them.
• Children are gaining valuable independence skills and are learning to make healthy choices. For example, children know to wash their hands before snack, to remove any germs that may make them sick. They are able to put on their own coats and wellington boots to go outside. Children grow their own vegetables and confidently talk about how milk makes their bones and teeth strong. Children are beginning to understand the benefits of leading a healthy lifestyle.
• Parents' comments are extremely complimentary. They value the information shared with them, both verbally and electronically. They comment that they feel part of pre-school life and fully involved in their child's learning. They praise the kindness of staff and professionalism of leaders. These partnerships help to provide a consistency of care for children.

What the setting must and should do next

The provider should:

• review routines and opportunities for learning so that all children make the best possible progress.