Moulton Pre School

What is it like to attend this early years setting?

Children arrive confidently to the pre-school and are greeted by welcoming staff at the door. They smile and say 'hello' to staff, acknowledging them by name, and independently hang up their belongings on their peg. They expertly identify their own name and place it on the registration tree. The pre-school prioritises getting to know families and children when they first start. They communicate well with parents to keep up to date with any changes that are happening at home. For example, staff are aware children will be welcoming new siblings at home. They provide a role-play hospital for children to explore, and talk to them about who is in their family. This supports children to develop an awareness of different families beyond their own.

Children's independence is at the centre of this pre-school's curriculum. Children confidently solve their own conflicts and at mealtimes; they excitedly write their name on the 'waiting list' to identify they would like to be next for snack. They expertly wash their own hands and serve their own food and drink. Children behave well throughout the day and follow the routine of the pre-school well. They enjoy tasks, such as being 'special helper' and ringing the bell for group time. This helps to give children a sense of responsibility.

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

• Communication and language is well supported. Leaders and managers work closely with speech and language therapists to identify any gaps in children's communication, and staff effectively use simple sign language to allow children to express their wants and needs. For example, during snack time, children confidently sign for 'milk' and 'water' to identify their preference.
• Children enjoy listening to stories with staff. Staff read with fascination and interest, to support children to develop a love for literature. Children enjoy pointing out different animals in the story and staff introduce new vocabulary, such as 'coil', and discuss with children what this means.
• Staff are confident to support children to follow the behaviour expectations of the pre-school and remind them to use their 'listening ears'. Children enjoy playing cooperatively with others in the sand tray, and are supported by attentive staff to identify whose turn it is next. However, staff do not effectively use facilities, such as the outdoor area, to provide children with opportunities for physically active play when they are becoming restless. This occasionally impacts on their concentration during activities.
• Children are provided with a wealth of opportunities to develop their understanding of the world around them. They benefit from having parents visit the pre-school to talk about their occupations, to support children's understanding of how to contribute positively to society. Children enjoy taking part in a weekly song and rhyme time led by a local music company. They are well supported to understand their next transition in education, for example, by having regular opportunities where local school teachers come in and read stories together.
• Staff confidently identify children's interests and use these to encourage them to participate in activities. However, at times, children with special educational needs and/or disabilities (SEND) find it difficult to maintain concentration during activities and are not consistently supported by staff to develop their communication and understanding. This means that they do not fully benefit from the learning experiences provided at the pre-school.
• Parents are thankful for the care that staff provide at the pre-school. They report staff are approachable and care about the children and families that attend. They feel communication is a real strength and state they are involved in their child's learning by sharing ideas with staff. Parents appreciate the opportunities to come in and be involved for 'helper' sessions to spend time with the staff and children.
• Staff value their team and feel well supported. Leaders and managers provide relevant training opportunities, which are identified during supervisions. The impact of training is discussed during staff meetings. For example, staff complete a behaviour training course and share their newly learned knowledge with other staff to improve practice throughout the pre-school.

What the setting must and should do next

The provider should:

• continue to consistently implement ways to promote good communication and attention skills for children with SEND, to allow them to make good progress in their learning
• maximise opportunities for children to explore the outdoor environment to allow them to be physically active in play.