Newbottle and Charlton Pre-School

What is it like to attend this early years setting?

Staff greet children, parents and carers warmly as they arrive. They talk to older children about the experiences they have had at home, such as their swimming lessons. This helps children to feel valued as an individual and supports their emotional well-being. Children's ongoing personal, social and emotional development is of high importance to staff. Snack time is a social occasion, where many relaxed conversations take place between staff and children. Staff teach children to say 'please' and 'thank you'. This results in them doing this without being prompted. They politely ask to leave the table when they finished. Staff promote children's independence at every opportunity, and children confidently put their coats on and place drawings they have created in their tray ready to take home.

Staff plan an exciting and ambitious curriculum which supports children to find out all about the world around them. Children bring in caterpillars from home and this leads on to staff helping them to learn about the life cycle of a butterfly. Children explain a caterpillar turns into a cocoon and then a butterfly. They rush around the room, waving their arms, exclaiming they are a 'beautiful butterfly'. Staff find out what children already know and build on this to ensure children make progress in their learning.

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

• The manager has ensured the actions set at the last inspection have been met. Suitability checks have been carried out on all new members of the committee. The manager now has a much clearer understanding of the process to follow when committee members or the nominated individual changes. Safeguarding training has been refreshed with all members of staff. The manager now regularly talks to staff about showing professional curiosity if a child arrives at the setting with an existing injury.
• Staff skilfully plan activities to support children to develop in their next stages of learning. They recognise that children do not always have opportunities to take part in creative activities elsewhere, so they plan craft activities linked to children's current interests, such as painting a picture of caterpillar. This helps to extend opportunities for children.
• Staff support children to behave in a positive way. When minor disagreements occur between children, staff sensitively talk to them about how their actions may have made others feel. Staff consistently praise children when they see them displaying kind and caring behaviours. Children proudly show visitors to the setting a sticker they have been given for sharing with their friends.
• Staff provide many opportunities throughout the day for children to develop a love of stories. They read books to children linked to their current interests and learning, for example about a caterpillar turning into a butterfly. Staff use these opportunities to introduce new vocabulary to children, such as 'soaring'. This encourages children to independently choose books and share these with their friends, turning the pages with care and talking about what they can see in the pictures.
• Children with special educational needs and/or disabilities are supported well. Funding is used effectively to provide focused support from staff. All children make good progress from their starting points, and staff know their individual needs very well. When staff identify that a child may not be making progress in a particular area of their development, interventions or support from outside agencies are swiftly put into place.
• Parents are incredibly positive about the care the setting provides. They speak highly of the caring and supportive staff. Parents comment that they receive daily updates about activities their children have enjoyed and how they can support them further with their learning at home. They speak positively about the broad range of opportunities the pre-school provides, such as visits to the local farm and walks around the local area to meet members of the community.
• Staff interact with children well and ask them thoughtful questions to further their knowledge and understanding. Many children are confident communicators and are keen to share their comments and views with staff. On occasions, quieter, less-confident children do not always have the opportunity to share their views.

What the setting must and should do next

The provider should:

• provide more opportunities for quieter, less-confident children to share their views.