Oasis Academy Lord's Hill Pre-School

What is it like to attend this early years setting?

Children demonstrate a positive attitude towards their learning. They are curious learners and show an interest in exploration. For instance, they actively engage in sensory activities, such as making shapes using sensory lights. Children demonstrate they feel safe and secure as they confidently follow the daily routine. Staff promote children's self-care and meet their care needs well. They teach them the importance of hygiene practices, such as handwashing. Children develop a strong sense of responsibility for their well-being. For example, they independently clean up after snack time and dress themselves for outdoor play.

Staff provide meaningful learning opportunities that children engage well in. Children develop good core strength and balance while climbing and balancing outdoors. Children demonstrate a love for songs as they sing nursery rhymes. Additionally, staff involve children in caring for stick insects and teach them about their needs and how to ensure they are safe and well. This promotes both empathy and responsibility. Children's behaviour is generally positive. Staff support children effectively if they become overwhelmed and help them to regain emotional balance.

Staff celebrate children's individuality well. They use their knowledge of each child to tailor learning experiences. For example, children enjoy weekly visits to the farm, where they can interact with animals, fostering curiosity and empathy. Additionally, cooking workshops help children explore healthy lifestyles and develop an appreciation for different foods. These enriching experiences provide all children, especially vulnerable children, with a wide range of opportunities to learn, grow and develop new skills.

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

• The pre-school provides a nurturing, well-structured environment that supports both the learning and emotional development of children. Children actively engage in group times where they sing and listen to stories. Some children eagerly practise their listening and attention skills, while others move their bodies to the music as they take part in the morning 'squiggle and wriggle' dance. Staff support children's communication and language skills well. For example, they introduce new vocabulary effortlessly during their daily interactions with children and as they play.
• Staff have a clear understanding of what they want to teach children and take proactive steps to help them make good progress. They provide a well-designed curriculum that includes adult-led activities and an environment that encourages children to practise their skills independently. For example, children use pipettes to collect water while making pretend potions with an adult and practise using their fine motor skills. They revisit the activity to further practise these skills and develop a greater confidence in their abilities.
• Staff are committed to nurturing children's learning and well-being. They quickly identify children who may need additional support and collaborate effectively with other professionals to address their needs. However, at times, comprehensive information is not shared with other professionals promptly. This means there can be minor delays in children receiving support.
• Staff support children's personal, social and emotional well-being. They guide children in understanding the importance of a healthy lifestyle and the benefits of physical activity. Through activities, children show an awareness of their health and physical well-being as they reflect on physical sensations, such as feeling 'puffed out' or noticing their heart beating faster.
• Staff regularly assess children's progress and monitor their development. They identify their achievements well. However, specific areas that children may need more support in are not always identified in order to help them progress fully in their learning.
• The pre-school fosters a collaborative partnership with parents. It uses various communication methods, including home link books, to encourage parents to support learning at home. Children proudly share their achievements with peers, further reinforcing the strong connection between home and pre-school. Parents consistently speak highly of the support their children receive, particularly noting the thoughtful and effective approach to supporting children with special educational needs and/or disabilities.
• Staff feel well supported by leaders and feel their professional development is given high priority. This focus on growth has a positive impact on the quality of teaching children receive, particularly in areas such as their communication and language development.

What the setting must and should do next

The provider should:

• strengthen how information is shared with other professionals to avoid unnecessary delays in children receiving additional support
• enhance monitoring of children's progress to precisely target what they need to learn next.