Newstead Road Pre-School

What is it like to attend this early years setting?

Children arrive happy and excited to meet staff. They form strong bonds with staff and, as a result, they feel valued and safe. Staff have a very good knowledge of children. They plan and create an environment that enables children to learn and practise skills.

Children make bracelets and thread beads through string. Staff plan for children to practise their hand-to-eye coordination when making bracelets. When some children find this difficult, staff reflect on this and adapt the activity, allowing children to make pasta necklaces. Children are motivated by staff's praise and are proud of their achievements. They show their bracelets to staff and are keen to take them home to share what they have been doing with their parents.

Children work in small groups with staff to make play dough, taking turns to mix and stir. Children use tools to measure out ingredients correctly. They choose items that they want to add to their play dough. Conversations flow, and staff ask children questions about the next steps in the process, waiting for them to answer. Staff praise children for their focus and involvement. They continue this activity with individual children, who need a little more guidance and support.

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

• Staff plan a curriculum for all children that is meaningful and takes into account their interests and next steps for learning. For example, when children show an interest in the snails, staff provide an 'investigation station'. Children use magnifying glasses to describe their observations. They have conversations with their peers about how they can care for the snails and provide them with food and a home.
• There is a clear focus on children's communication and language at the pre-school. Children enjoy sharing story sacks with staff, parents and the local librarian, who comes to read to them. Children join in with a familiar book, 'We're Going on a Bear Hunt'. Some children draw characters from the story, while others learn and draw about real bears when looking at non-fiction books. Consequently, all children, including those with special educational needs and/or disabilities, make good progress.
• Children's independence in self-care skills is promoted well. Children choose to play outdoors for extended periods. They go over to the water station to have a drink, understanding the importance of keeping themselves hydrated. Children express when they feel cold and put on extra layers of clothing. They develop good hygiene routines, such as washing their hands and caring for their personal needs.
• Staff interact with children during their play. With support, children construct tall structures and work well with their peers to stop the structures from falling. Staff create fun games with the construction blocks, and children laugh and giggle. However, the quality of staff's interactions is inconsistent. At times, some staff do not extend children's learning, and they speak to other adults instead.
• Children's behaviour is generally good. They develop a sense of right and wrong. Children listen to instructions and respond very well. They wait their turn when waiting for peers to finish using equipment and resources. On occasions, when children behave incorrectly, staff tell them 'no' or encourage them to say 'sorry'. However, staff do not fully explain the consequences of children's actions on themselves or others.
• Leaders and managers communicate well with parents. They work hard with parents to provide healthy packed lunches, especially for those children who have more complex needs. At mealtimes, staff talk to children about their lunch choices. As a result, children and parents make well informed decisions about the foods that they bring in their packed lunches.
• Parents speak highly of the staff at the pre-school. They say they are knowledgeable and supportive. Parents receive regular feedback about their children's ongoing development. Staff make suggestions on how to support children's learning at home. Parents say the next steps are simple and achievable. Partnership with parents is strong.

What the setting must and should do next

The provider should:

• support staff to consistently provide high-quality interactions to further enhance children's learning experiences
• enhance the strategies used to better support children's understanding of positive behaviour.