Myland Pre-School CIC

What is it like to attend this early years setting?

Children are warmly welcomed as they arrive, and happily leave their parents. They show great enthusiasm and curiosity to explore the activities on offer. Staff use assessment well and invest time in getting to know the children and their families. Staff successfully plan themed activities and a varied curriculum around children's interests and what they need to learn next. For example, children excitedly master the skill of putting on arm bands, rubber rings and sunglasses as they join in the 'ocean' role play. They recall information that they have learned about the sea and sea life, and use positional language, such as 'under the ocean', as they discuss humpback whales and crabs. Children learn the importance of caring for the environment as they discuss the danger to sea life of plastic waste in the ocean.

Children have established close bonds with their key persons. They demonstrate that they are confident and comfortable in their environment. The manager and team fully consider children's individuality, and speak knowledgeably about the children. They are committed to ensuring that the pre-school is a welcoming, inclusive and child-friendly place to learn. Resources are easily accessible for children to self-select and lead their own play. Children delight in looking for bugs in the garden and have immense fun using magnifiers. They are confident communicators and excitedly tell visitors about the different bugs they find.

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

• The staff have high expectations for the children attending. There is a strong focus on supporting their language and emotional development and preparing them for the transition to school. Children are encouraged to take care of their personal needs, supported by the staff. Children's behaviour is generally very good, and they understand what is acceptable. They listen intently at group time and thoroughly enjoy interactive stories. They know to put their hands up if they want to ask questions, and positively respond to requests from the staff.
• The manager and her team understand the importance of engaging parents in their children's learning. Partnership with parents is well established. Parents say how impressed they are with the 'wonderful' staff team. They say that the staff have a genuine interest in supporting their children. Communication is good and parents comment that they feel comfortable leaving their children, secure in the knowledge that they are kept safe.
• All children make good progress, including those who require additional support. The pre-school's special educational needs coordinator is very knowledgeable and experienced. The setting is inclusive and children receive the support they need to enjoy a meaningful day. Professional but friendly relationships have been established with parents and outside agencies. This means that all children, including those who require additional support, achieve the best possible outcomes and are prepared for successful future learning.
• The staff constantly engage children in meaningful conversation and provide running commentaries during activities. They have a clear comprehension of how children develop their conversation skills, and introduce new words and signs to challenge their ability to communicate and increase their vocabulary. Staff provide many opportunities for singing and consistently use songs to support children's language development and simple mathematics. Children thoroughly enjoy selecting props from a song bag to initiate singing. However, on some occasions, staff do not ask questions to encourage children to think critically and problem-solve.
• Following the COVID-19 pandemic, the pre-school has had to make adaptations. However, staff morale is good and they work well as a team, clear in their roles and responsibilities. They feel supported and valued, and know that their ideas and suggestions are welcomed. Staff welfare is fully considered. All staff are supported in their own continuous professional development. Staff speak with enthusiasm about training opportunities as they understand the positive impact that they have on outcomes for children.
• The manager ensures that the curriculum is planned and securely embedded across all areas of learning, and provides an inclusive environment. Children are very familiar with the routines of the pre-school and respond well to the requests of the staff. However, on occasions, the routines impact on the children's play, concentration and learning. For example, when children are engrossed in their play they are interrupted for group sessions or having to return indoors for snack.

What the setting must and should do next

The provider should:

• use effective questioning techniques to extend children's language, help them to think critically, and solve problems independently
• improve the daily routines, such as snack time, to ensure that they do not interrupt children's play and learning.