Oakworth Preschool

What is it like to attend this early years setting?

Children are happy and settled at this community pre-school. They leave their parents happily with a wave, excited to learn. They greet their friends affectionately with a cuddle. Children are confident in the learning environment and enjoy the variety of exciting activities on offer throughout the day. They have good relationships with staff who know them well and ensure their individual needs are swiftly met.

Children access the outdoor and indoor learning environments freely. They enjoy making 'soup' in the mud kitchen and serving it to their key person. Children giggle happily with their friends as they engage in free play, building a tower. Older children enjoy digging and looking for minibeasts. They chat with their key person about 'mosquitos' and how they can bite. Children have lots of opportunity to practise their thinking skills as they roll cars down ramps and make predictions on which car will be fastest.

Staff expose children to a variety of opportunities to learn about the world around them. For example, children take regular trips out in the local community where they visit the library, local shops and green spaces. In addition to these, visitors are invited into the setting to teach children about the wider world. For example, children have enjoyed visits from a petting zoo and tropical animal sanctuary.

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

• Children benefit from a well-sequenced curriculum that is based on children's interests. Children learn through a mix of adult-led activities and independent play, which is supported and extended. For example, when children talk about their interest in horses, resources are quickly added to the learning environment to support children's learning further. However, on occasion, some activities are not planned and organised as well as possible, which means learning is less effective during these times. For example, younger children are unable to fully engage in activities. There are times when they are unable to access the learning resources because the activity is placed too high for them to reach.
• The special educational needs coordinator works in partnership with multi-agency professionals to ensure that all children get the support they need. Referrals and interventions are put in place swiftly and effectively. This helps all children, including children with special educational needs and/or disabilities and/or children from disadvantaged backgrounds, to make good progress.
• Children are confident communicators. They talk with the inspector about their day. Children are exposed to a language-rich curriculum. They enjoy listening to and making up their own stories. Younger children benefit from singing lots of songs and rhymes as they excitedly play instruments. However, on occasion, staff do not always use the correct pronunciation of words. This impacts on children's developing communication and language skills.
• Staff are positive role models. They have clear expectations of children's behaviour and manage any unwanted behaviour swiftly and effectively. This helps all children to behave well and feel settled and safe. Children are kind and supportive of one another. For example, older children support younger children to wash their hands and hang up their coats. This is met with lots of praise and encouragement from staff.
• Children benefit from a healthy and nutritious snack, which they help to prepare and serve. They chat among themselves about the food that they enjoy eating at home. Staff encourage children to make healthy choices. They talk about the importance of toothbrushing and the effects of too much sugar. Children have plenty of opportunity for physical activity, both inside and out. They enjoy running and jumping as they count the jumps they make.
• Parents and families describe how well their children have been supported while attending the pre-school. They comment on the communication strategies and explain how they feel well informed on their children's learning and development. Parents are happy with the way their children have settled at the pre-school. They know who their child's key person is and share how their children have great relationships with the staff.
• The manager is committed to professional development. All staff complete mandatory training and have access to a variety of online training courses to ensure that knowledge and teaching remain of a good standard. All staff are aware of their roles and responsibilities, including new staff members who receive a thorough induction before starting at the pre-school.

What the setting must and should do next

The provider should:

• ensure that activities are planned and organised effectively to ensure younger children are able to fully engage and extend their learning
• extend opportunities for children to hear the correct pronunciation of words to further enhance their communication skills.