Ogwell Pre School

What is it like to attend this early years setting?

Children happily enter the pre-school, confidently waving goodbye to their parents. Friendly staff greet them warmly and children settle quickly on the carpet, ready for group time. Children have formed strong relationships with staff, who provide them with comfort, reassurance and security.

The curriculum is planned and implemented effectively to help children build on their current skills and knowledge. Children learn about the world as staff help them to recognise flags from different countries. Children try to recreate these flags using creative materials, carefully copying the colours and patterns.

Children are kind and caring. They volunteer to prepare the table for snack. They clean it first and then lay down placemats, bowls, cups and spoons for everyone. Children quickly find their named placemat at the table and considerately spoon a variety of fruit into the adult's bowls.

Children develop good communication skills. They join in with fun and interactive stories and songs. They talk about the different modes of transport in the story. Staff encourage children to discuss which transport methods they use to get to pre-school, such as by bike, bus, car or on foot. Children then recall other vehicles, such as the aeroplane they went on over the holiday period.

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

• Children enjoy role-play activities to support their imagination. They pretend to make cakes and add 'candles' on the top. Staff talk to children about the colour of their cakes and how many candles they will need. Children know they will need four candles if they are four years old, demonstrating a good understanding of mathematical concepts.
• Parents report positively on the pre-school and of the professionalism of staff. They comment on how their children make strong progress, particularly in their social and communication skills. At times, staff do not work consistently with parents to enable children to move on in their self-care skills, such as using the toilet independently in preparation for school.
• Staff implement specific group work to support children with their speech. Children enjoy jumping in hoops while sounding out letters and words, such as 'b' for 'bear'. Staff clap out syllables in each word, helping children to hear and say these more easily. Staff are highly supportive, using consistent praise to help children feel proud of their achievements.
• Staff morale is high. The team work effectively and regularly review and discuss practice to help benefit children. They implement novel ideas for the children linked to specific topics, such as making paper 'sombreros' when helping children learn about Mexico. Occasionally, staff do not expand on children's interests to encourage them to explore new activities to further develop their investigative and independent skills.
• Children enjoy listening to the sounds of musical instruments. Staff help children to maintain attention for short periods and to carry out simple instructions. They support children's understanding of concepts, such as 'loud' and 'quiet'. For example, when staff hold up a toy lion, children play their instruments loudly. When staff use the toy rabbit, children learn how to play their instruments quietly.
• Staff have formed effective relationships with the local school. Teachers come to visit children at the pre-school prior to their move to school to help children become familiar with them. Children enjoy dressing up in uniform in the role-play area and look at pictures of their classroom.
• Children enjoy a wealth of extra-curricular activities. Staff frequently take children to events in the local community, including the zoo, farm and play parks. Children enjoy riding on a bus with staff and talk about what they see and hear. Children develop a good understanding of the world around them.
• Staff provide children with good physical activity throughout the day. Children show how well they can safely navigate their way to the top of the climbing frame and slide back down. They show skill and competence as they accurately throw small balls into the tent. Children can use one-handed tools and equipment with ease, such as pouring water into different containers.

What the setting must and should do next

The provider should:

• work collaboratively with parents to help children be independent in their self-care, in preparation for school
• expand on children's interests to encourage them to explore new activities, to further develop their investigation and independence skills.