Old Hall Pre- School & Link Club

What is it like to attend this early years setting?

Children's social and emotional needs are central to the good practice in this setting. Staff have strong shared values that support children to be kind, resilient and motivated to learn. Because of this, children are confident and capable. They show a strong sense of independence while also knowing they can ask for help.

Staff provide nurturing, attentive care, which encourages children to manage their 'big feelings'. Children approach staff for cuddles, to ask for help to resolve problems and to proudly share their achievements. Children are happy coming to the nursery and enjoy their time here. Staff help children to know the rules and learn why they are important. Children explain that rules keep everyone safe, happy and ready to learn. They treat each other, the staff and their environment with respect.

Staff prepare children well for school. They work closely with Reception teachers to develop a curriculum that includes the skills that children need to help them to thrive in school. The manager is passionate about ensuring that all children are given high-quality support to reach their full potential. Staff use a range of strategies, such as a traffic light system, to cultivate an inclusive environment to help children make smooth transitions. Children see the green sign and excitedly shout, 'Explore and learn!' before rushing off to begin their day.

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

• Staff plan engaging activities that are based on the interests and learning needs of their key children. For example, when children show an interest in babies, a baby clinic is set up with opportunities to weigh dolls and to 'write' prescriptions. As a result, all children make good progress while being highly motivated to learn.
• Mathematics is expertly weaved into everyday routines. For example, at snack time, staff explain to children that they had one apple but have cut it into eight pieces. Children are asked to estimate the number of children in the pre-school. Staff provoke their thinking by asking, 'Is that number more or less than 10?' As a result, children are beginning to use mathematical skills with confidence.
• Staff plan a broad range of experiences for children to learn from. Following a fire engine visit, children build their own vehicle from milk crates, tyres and hoses. Staff support children's creativity and a wide vocabulary as they enjoy their role-play rescue. Children gain a good understanding of the world around them through the activities that staff plan.
• Staff hold high ambitions for all learners. Staff follow shared plans that help them ensure that children with special educational needs and/or disabilities receive the support they need to reach their full potential. As a result, all children make good progress.
• Meal and snack times are calm and enjoyable experiences that are filled with opportunities to learn. Staff support children to hold conversations with their friends, share food and sit up straight in their chairs. This helps children to communicate well, develop good social and physical skills and feel positive about trying new foods.
• Staff provide ample opportunities for children to develop independence skills. Children enthusiastically cut up fruit using safety knives, hang up their own coats on arrival and find the resources they need. Staff patiently support children with these skills. This is helping them to develop confidence in their own abilities.
• Staff teach children to keep themselves healthy. Children drink water throughout the day and learn about oral health, such as with daily toothbrushing. Staff talk to children about the benefits of the healthy food they eat. Children demonstrate their learning and say 'Look how strong I am. I'll get big muscles like my daddy!'
• Staff know families well and support them to tackle challenges, offering high levels of support and empathy. As a result, parents report feeling well supported and being partners in their child's learning.
• The manager engages effectively with staff to ensure that there is a shared approach to delivering a high standard of practice. Although assessment by each key person is accurate, the manager does not consistently support them to make the most effective use of what they know their key children have learned. Consequently, during general activities, children are not supported to build on this swiftly.

What the setting must and should do next

The provider should:

• support staff to use their assessment more effectively to help further enhance planning and support children's next steps.