Nagila Pre-School

What is it like to attend this early years setting?

Children are treated with kindness and respect at the pre-school. Staff work together well as a team to ensure that children are safe and carefully supervised at all times. The leadership has a clear vision for the pre-school children. Their aim is for all children to become confident, curious learners, who are able to communicate their needs and develop independence before moving on to the next stage in their education. The curriculum reflects this vision. Children's personal, social and emotional development are strongly promoted. Settling-in procedures ensure that parents and children have a smooth transition into the pre-school community.

Partnerships with other settings and specialist agencies have developed since the last inspection. Children with special educational needs and/or disabilities are well supported. Staff work hard to make sure they get the help and care that they need to make the best possible progress. Children eat healthy lunches that are carefully selected to meet all children's dietary needs and preferences. Children with allergies are carefully monitored to ensure they keep safe and well.

Overall, children behave well and follow instructions. After listening to 'Dear Zoo', children put the toy animals away and return their seat pads. When children do have trouble regulating their behaviour this is managed well by staff and a calm atmosphere is soon restored.

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

• The curriculum has a strong focus on the prime areas of learning to ensure the building blocks are in place for children's future learning. Other aspects of the curriculum, such as mathematical development and understanding of the world, are woven into planned activities based on children's interests. This ensures that children receive a well-rounded education that prepares them for life in modern Britain.
• There is an effective key-person system in place. Staff know the children very well. Holistic 'Spotlight' assessments are shared with parents. The next steps in children's learning are agreed and reviewed regularly to help children build their skills and knowledge.
• Children's communication and language skills are developing well. Staff promote meaningful two-way conversation. They are patient and listen, giving children enough time to think through what they want to say. Children learn that their contributions are heard and valued.
• Staff are skilled at identifying children's interests and use them to extend children's knowledge. For example, following on from learning about dragons during Chinese New Year, the children enjoyed the story 'Room on the Broom'. From this, the children created a child-size picture of a witch, which led to an investigation of the roles of illustrator and artist. Children are now producing their own 'masterpieces' after exploring the work of Van Gogh and Mondrian.
• Most children enjoy being outside. They have opportunities to balance and roll cars down half pipes. They use their imaginations being 'butterflies'. They make chalk marks on the fence. However, there are too few opportunities for children to take part in rigorous physical activity and develop their core strength and stamina.
• Children enjoy looking at books, both on their own and with staff during group times. Staff read age-appropriate stories engagingly and this draws the attention of the younger children. The clear illustrations and effective use of props help them to concentrate well.
• Parents are happy with the pre-school's provision. They praise the kind and attentive staff. Parents know their children's key person and feel well informed about what their children do at nursery on a daily basis. The pre-school does not share ideas to help parents extend their child's learning at home.
• Children learn to be independent with their self-care. Children rinse their cups and put their cutlery away after lunch, tuck their chairs under the table and wipe their own faces on individual flannels. Older children are taught how to use the toilet independently.
• Members of staff that are 'maths champions' are helping the pre-school enhance the curriculum for mathematical development. Children enjoy counting the pipe cleaners threaded through colanders and count the toys as they roll out of the bed in the familiar children's song.

What the setting must and should do next

The provider should:

• review how well the pre-school promotes children's physical exercise when playing outdoors
• develop partnership working further by providing parents with ideas on how to continue children's learning at home.