Noak Bridge Pre-School

What is it like to attend this early years setting?

The dedicated management team and equally committed staff have created a highly ambitious curriculum. The 'curiosity' approach to learning and 'in-the-moment' planning underpin their curriculum intent. Staff have a secure knowledge of how to implement the challenging education programme through a play-based approach. They ensure that all children receive the support and guidance they need to thrive and that they flourish in confidence in all areas of learning. Meticulous planning of the exciting environment inspires children to explore and investigate for themselves. All staff have a deep-rooted knowledge of how children learn, which is embedded in daily practice. The curriculum is designed around the children's interests and builds effectively on what they already know to extend and challenge their learning to the highest level. This prepares them for successful future learning.

All children make exceptional progress from their starting points. Children eagerly arrive and immerse themselves in activities of their choice, and they leave their parents with ease. A highly effective key-person system is in place and children form trusting and secure relationships. Children have a strong sense of self-worth. Staff have extremely high expectations of children's behaviour, which is exemplary. Children demonstrate a thirst for learning. They are inquisitive and show perseverance and concentration as they enthusiastically engage in activities. The skilful team supports child-led learning seamlessly. For example, children spontaneously show an interest in dinosaurs and build an environment in which they can live. They decide they need a volcano. Staff effortlessly support this, led by the children. They watch with fascination as their volcano experiment erupts and excitedly talk about the lava and the dangers for the dinosaurs.

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

• The quality of teaching is outstanding and is worthy of dissemination. The environment has been created by a highly professional, knowledgeable and inspirational team of motivated and nurturing staff. All children flourish and make exceptional progress.
• Managers and staff deliver a curriculum that places a strong focus on communication and language skills. The environment is rich in language opportunities. Children give running commentaries as they play and ask many questions, demonstrating their excellent thinking skills.
• Children demonstrate a thirst for learning, which is infectious. They are intrigued and fascinated with new things they discover and use a wide vocabulary as they engage in conversations. For example, they are skilfully supported to share learning from home. They explain to their friends about their ideas and creations and discuss the safe use of the laminator and the lamination process needed to complete their work.
• The environment is so inviting for children. An abundance of resources support their curiosity. They spontaneously make 'potions' using a variety of materials, such as herbs, acorns and glitter. They decide to squeeze lemons to add to the mixture and do this proficiently. Highly effective interactions are offered to support children's learning. They show sustained concentration and the activity captivates children's imagination. Staff effortlessly move the activity to the floor to extend the activity and ensure inclusion so all children can participate.
• Parents express their complete satisfaction and gratitude for the quality care and learning their children receive. They speak highly of the pre-school and say that the team is friendly and professional. Parents welcome the use of exciting and meaningful home-learning resources and the information available to continue learning at home.
• Priority is given to staff's well-being and continuous professional development. They are fully supported to build on their existing knowledge and embrace new challenges. Staff are fully aware of their roles and responsibilities. The whole team makes the sessions feel effortless. Staff feel valued and speak with enthusiasm of their roles and how they enjoy their time at work.
• Children are confident and demonstrate that they feel safe and secure. They learn how to stay safe and healthy through daily routines. Children take risks safely as staff encourage them to think critically and solve problems. For example, children proficiently arrange planks and crates to practise their balancing skills.
• Children are well prepared for their transition to school. Opportunities for children to learn the skills they need to be independent learners are embedded in the pre-school ethos. Developing a strong sense of self and becoming confident communicators underpin the promotion and content of the curriculum. The team ensures that positive and meaningful relationships are established with the schools that children will attend to ensure a smooth transition.