Nutley Preschool Playgroup

What is it like to attend this early years setting?

Children are happy and settled. The setting is welcoming and friendly. Children come in smiling and quickly access the activities and opportunities on offer. Staff interact with them in a positive, warm and supportive way, and show genuine interest in what children say and do. They encourage children to join in and play with each other. This helps children to make friends and develops their confidence. Children behave well and are excited to play together, such as exploring the role-play toys.

Children are eager to share what they have done with staff and each other, and this results in children developing positive attitudes to learning. They confidently share that they enjoy coming to the setting and what they like to do. For example, they eagerly demonstrate how to find numbers hidden in the sand tray.

Children are eager to join in with activities that staff plan around their interests. They become engrossed in looking for insects outside and learning about how to look after them. They enjoy exploring the outside space and playing together. Staff are interested in and attentive to their needs. Staff regularly share what children have done at the pre-school with parents to keep them informed of their progress.

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

• Staff support each other and this provides a calm and warm environment for children to play and learn in. Staff know children well. They are able to identify their strengths and where they may need more support. They plan activities based on children's interests and this results in children being eager to join in and have a go.
• Staff show a genuine interest in children, and listen to and talk with them. They are kind and caring. Children play well together, taking turns and sharing. They are well supported to develop their independence, such as choosing their own snacks and what to play with. This helps them to develop their confidence, ready for school.
• Staff talk to children throughout the day. This helps children to learn new words and talk about things that interest them. Staff skilfully extend children's language and thinking skills by posing questions and asking for children's ideas.
• Parents are overwhelmingly positive about the progress their children are making and the experiences that they have at pre-school. The setting shares what the children have done during the day in a variety of ways to keep parents informed of what children have learned. Parents feel that their children are well prepared for school and have made good progress.
• Leaders and managers are able to discuss plans they have for the pre-school in the future to support children's learning and development further. They have made changes that positively impact on staff and children. Managers monitor staff performance through regular meetings and observing practice. However, plans for the professional development of staff are not precisely targeted to help raise the quality of teaching even further and provide children with new challenges.
• Staff encourage a love of stories and rhymes and read to children regularly. They provide children with opportunities to write and recognise letters and sounds. Children are keen to share the knowledge they have learned with adults and are proud of their achievements.
• The setting has good links with the local primary school and staff share information with them about the children starting school in September. This results in children and parents feeling comfortable and ready to start.
• Children take part in some celebrations, such as at Christmas and Chinese New Year, and children who speak other languages at home share words and phrases. However, staff have not fully extended opportunities for all children to develop an appreciation of diversity. For example, at times, staff do not make full use of opportunities to explore different cultures within the local community in order to support children's understanding of different people and communities.

What the setting must and should do next

The provider should:

• focus staff development opportunities more precisely on further enhancing staff's teaching skills and continuing to create new and exciting challenges for children
• extend opportunities for children to develop an understanding of and appreciation for different people and communities.