Oakfield Pre-school Playgroup

What is it like to attend this early years setting?

Children excitedly enter this friendly pre-school. They are greeted by familiar adults, who ask how they are that day. Children are confident to join staff and children already in the pre-school, who warmly welcome them. Children independently get a chair to join the morning 'iggle wiggle' group time. Children are given choices throughout the day. For example, children choose how they would like to be greeted by the staff. The manager and staff implement a child-centred curriculum. The good progress children make in their learning and development prepares them well for their future.

Parents feel well informed about children's experiences and the progress they are making. They understand how they can help children to continue learning at home. Parents say that they enjoy attending events, such as the recent Christmas party and other cultural celebrations.

Staff support children to develop good behaviour and social skills. They successfully help children to understand their emotions and to learn how to negotiate and cooperate with others. Children learn the pre-school expectations and follow instructions well. For example, before home time, children happily sit down for group time and enjoy singing aloud to action songs.

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

• The nursery brings experience and commitment to supporting children and families in the local community. The team work together in helping children to get a good start to their early education. They meet regularly to evaluate the curriculum and staff feel safe to share their views and opinions. They feel valued and take up opportunities to further their knowledge through ongoing training. The staff benefit from regular supervision meetings and feedback on their performance. This helps staff to continue to deliver good-quality education.
• The team have created a learning environment, which offers a wide variety of learning opportunities. Children have a designated indoor area for physical play and enjoy using the large climbing frame and throwing beanbags at targets. Children move around the hall freely, accessing everything on offer, such as the literacy lodge and role-play area.
• Staff support children to lead healthy lifestyles. Staff talk about healthy choices and provide various fruits and vegetables for snacks. Children learn to understand that eating well helps them to gain physical strength. Children have daily access to exciting outdoor areas, where they can build their stamina and physical strength. For example, children navigate a tunnel and learn to hop and jump along the path.
• Staff focus on the importance of developing children's communication and literacy skills. Children enjoy singing songs and following simple actions. Staff introduce new words during planned activities. For example, children learn new words, such as 'sour' and 'bitter', as they take part in a food tasting activity. They enjoy looking at books and listening to stories. However, on occasions, the organisation of story time does not meet the needs of all children. At times, staff talk over each other and to the children during the story, which distracts the children from their learning.
• Staff understand the importance of working with other agencies. They have experience of caring for children with special educational needs and/or disabilities, and those whose speak English as an additional language. Staff speak a variety of different languages and sing songs from different countries. This helps children to become confident in their use of the English language. Staff work closely with other professionals to support children's learning and development and smooth transition to school.
• Staff engage children in positive interactions to promote and build meaningful relationships. Children behave well and are motivated to learn. Staff praise children as they learn new knowledge and skills. However, on occasions children find it hard to concentrate in focused groups and activities, as the noise levels in the learning environment can distract some children.

What the setting must and should do next

The provider should:

• consider the noise levels in the learning environment to support children to focus on chosen activities
• enhance the organisation of group activities to ensure that children are fully engaged throughout.