Norton Pre-School

What is it like to attend this early years setting?

As children arrive, they are warmly welcomed by the kind and affectionate staff, who provide a happy, safe and secure environment for children. Staff know the children well. They listen to what children have to say with genuine interest. They make sure children get lots of opportunities to make choices in their play. Children demonstrate good listening skills. They develop a love of books. At story time, all children join in and enthusiastically shout out repeated phrases. Staff are good role models. They support children to socialise, share and take turns. Children play cooperatively and show kindness towards one another. Staff encourage children to share information with their friends. Children are confident communicators who enjoy telling others about their life at home and recent events. They readily share their opinions and ideas. Children thoroughly enjoy their time outdoors. They build on their physical abilities as they ride on wheeled toys and negotiate obstacles and uneven surfaces.

All children make good progress, including children with special educational needs and/or disabilities (SEND). Children develop positive attitudes towards their learning and begin to develop the skills and attitudes they need for their next stage of learning, including their move on to school.

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

• The manager has high expectations for children. She has devised a well-sequenced curriculum based on children's interests and what children need to learn next.
• The manager supports staff to continue to develop their knowledge and skills. She observes staff practice and their interactions with children. She provides feedback on what the staff do well and advice on where they can improve their teaching further to enhance children's learning.
• The special educational needs coordinator (SENCo) works closely with parents and outside professionals to support children with SEND. This helps these children to make the best possible progress.
• Staff manage behaviour effectively. They have high expectations of children's behaviour. They teach children to be respectful and kind. Children help each other. For example, when selecting a wheeled toy for themselves, they get one for their friend to use too.
• Staff help children to do things for themselves. They teach children to use the toilet independently and to wash their hands afterwards. Children skilfully use knives and forks at lunchtime. They serve their own food at snack time.
• Staff teach children about healthy lifestyle choices. Children enjoy the balanced and nutritious snacks and meals provided by the pre-school. Staff talk to children about the need to drink water regularly.
• Staff support children to develop good physical skills in readiness for future writing. For example, they encourage children to use a variety of tools as they manipulate dough, such as rollers and cutters.
• Staff support children's communication and language development well. They make good use of open-ended questioning, such as 'tell me' and 'what do you think?' This helps to develop children's thinking, problem-solving and language skills. Staff engage children in conversation, speak clearly and use a broad vocabulary.
• As children play, staff help them to develop their knowledge of mathematical concepts. During water play, staff talk to children about number, shape and size as they fill and empty different vessels. Children learn about magnetic force as they work together to build structures from large magnetic connecting boards.
• Staff help children to develop an understanding of the world. They teach children about different life cycles, including that of a butterfly. Children enjoy taking part in gardening activities, where they grow herbs, plants and vegetables. However, sometimes, during group activities, staff do not focus enough on the learning intentions for the different ages and abilities of the children to engage and challenge all children effectively.
• Staff give children lots of praise and encouragement. Children are proud of their accomplishments. They confidently show others the creative work they have completed. Children demonstrate high levels of confidence and self-esteem.
• Parents speak highly of the staff and say their children enjoy attending. They receive information about their children's learning through an online app. However, staff do not always provide parents with information on how they can further extend their children's learning at home.

What the setting must and should do next

The provider should:

• support staff to be aware of the learning intentions for the different ages and abilities of the children taking part during group activities so that they can all fully participate
• provide parents with information and ideas to enable them to extend their children's learning and development at home.