Olive Tree Pre-School

What is it like to attend this early years setting?

Staff enthusiastically welcome children into this setting. Children happily wave goodbye to their parents. Older children put their belongings away and eagerly play with the activities set out for them. Staff comfort younger children before they explore the toys available. Children have formed strong relationships with their key person. Staff meet the children's needs and know the children very well. For example, staff sing and dance with the children. This makes these children feel happy and excited about their day. Children feel safe and secure in this setting.

Children generally behave well, especially when they engage in their chosen activity. They are proud when staff praise them for their achievements. For example, they show other adults their stickers for having good behaviour. Staff encourage children to follow the 'golden rules,' which they remind them of. Children play well together and take turns during small-group activities. Staff ensure all children get access to a large range of activities. This gives children equal opportunities to thrive in their learning.

Managers have an ambitious curriculum which is sequenced from babies up to pre-school. Staff plan activities based on a particular theme, such as space, seasons and vehicles. Each activity has a specific learning intention to help children progress. For example, children learn about vehicles with the focus on listening and attention. Children listen to the sounds of vehicles and use pictures to identify which vehicle it is. Children excitedly join in and enjoy learning. They are progressing in their development.

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

• This setting provides exceptional support for families from disadvantaged backgrounds. Staff help families to access funding to help their child benefit more from their education. For example, they use funding to cover travel costs, extra sessions, hot meals and specialist learning programmes. Staff know their families well and work with them to provide additional opportunities for the children. For example, children have access to a music and movement class and home-learning bags.
• Staff support children with special educational needs and/or disabilities. Staff use their knowledge and experience to identify if children have a particular need. Staff work together to plan for these children, using a range of methods and programmes. For example, staff take small groups to do work on speech and language. Children with English as an additional language are also supported well. Staff work with families to teach children the English language and use visual aids to help them learn about routines. All children have a positive attitude towards their learning.
• There is a strong focus on communication and language at this setting. Staff understand the importance of good communication skills on children's overall development. Staff develop these skills through singing, storytelling and encouraging children to repeat new words. Children take part in adult-led activities of specific communication and language programmes. This has made a positive impact on children's language development.
• Staff make good use of interactions to promote learning, particularly during their free play and small-group activities. However, some staff are less confident at keeping children fully focused during larger group times. At these times, children become distracted and, therefore, do not benefit fully from the intended learning.
• Staff promote the importance of having a healthy lifestyle. Children join in with physical activities, which encourages moving in a range of ways. Children learn about making healthy choices and home cooked meals are available. Children have good self-care skills as they independently prepare for lunch. For example, they wash their hands, sit at the table, and use cutlery. Staff have introduced teeth brushing after snack time to promote children's good oral health. Children learn how to look after themselves by following these hygiene routines.
• Staff feel extremely well supported by the management team. They have regular meetings with managers where their well-being is prioritised. Staff benefit from professional development, such as completing childcare qualifications. However, leaders do not always target training as precisely as possible to specifically address the minor inconsistencies in the teaching skills within the staff team. As a result, some staff are more effective than others at recognising opportunities to build on children's interest to extend their learning further.
• Leaders and staff work well with other settings and schools in the community. They work together to provide continuity for children and to prepare them for moving on in their education. Staff work hard to ensure that children understand their emotions and develop practical skills, such as being independent in their toileting, in preparation for starting school.
• Parent partnerships are strong. There is good communication, and parents are happy with the care that is provided. Staff share regular updates with the families on their children's development through an online system. Parents greatly appreciate the support that staff provide, not just to their children, but to the whole family.

What the setting must and should do next

The provider should:

• support staff to confidently manage large group times
• target training and support for staff more precisely, to address minor inconsistencies in teaching.