Opportunity Pre-School

What is it like to attend this early years setting?

Children arrive happy, settled and full of confidence. They are warmly welcomed by kind, calm staff and leaders who take time to greet each child and their parents. This helps children feel safe and ready for the day ahead. Children know the routines well and independently follow them with ease. They hang up their coats and belongings and quickly become engaged in their play. Children display positive behaviours. They are kind, take turns and happily play with their friends. Staff and leaders support this through gentle guidance and consistent praise, helping children understand expectations.

Children's physical skills are well supported throughout the day, both indoors and outdoors. Outside, children have lots of space to run, climb and explore. They confidently ride trikes, using the pedals to move themselves forwards, building strength in their legs and improving coordination. Staff promote healthy habits by encouraging handwashing and offering a variety of fruits at snack time to support healthy eating.

Children have fun being creative and use paints, paintbrushes and pens to express their ideas. Staff help children feel proud of their achievements, boosting their self-esteem. They offer praise and encourage children to talk about their creations. Recently, leaders invited parents into the setting for an art show where children's artwork was framed and proudly displayed.

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

• Leaders plan a broad, balanced and inclusive curriculum, which supports children's development and helps them to become confident and curious learners. Staff have a strong understanding of their teaching approach and the purpose behind it. This is reflected in the positive progress all children are making.
• Children with special educational needs and/or disabilities are well supported by leaders and staff. They complete regular observations and use screening tools to identify any areas where a child may need more support. Leaders and staff work closely with parents and external professionals to create targeted plans tailored to each child's needs.
• Leaders strive for continuous improvement. They regularly review practice and identify additional training needs. Staff feel valued and have regular opportunities to discuss their key children and their own well-being. The committee plays an active role in supporting the setting. They visit regularly and meet with leaders and staff to discuss future developments.
• Staff support children's communication and language particularly well. They join in with play and use conversations to build on children's ideas. During a lively role play activity, children pretend to go shopping. They act out buying books, saying 'the book costs eight', handing over pretend money and placing their items into paper bags. Children talk about where they are going on holiday. This sparks fun and engaging conversations, and children pretend to buy ice cream. Staff join in, asking questions and introducing new words, turning the play into a rich and meaningful learning opportunity.
• Staff encourage a love of singing and stories. They read aloud with enthusiasm, capturing children's interest. Children join in eagerly, finishing familiar sentences and talking about what might happen next. Staff and leaders promote children's early literacy well. However, the book area is currently underused. While it offers a quiet space to relax, it could be enhanced to better nurture children's enjoyment of books and provide a more inviting and calming area for children who may need time to self-regulate their emotions.
• Staff support children's early understanding of the world through conversations and play, such as by exploring maps and talking about different types of transport. Children excitedly say, 'We could go on the train,' linking real-life experiences to help make sense of the world. Children have opportunities to learn about what makes them unique and the differences of others. However, this could be further enhanced to deepen children's awareness of different cultures and traditions and to provide a broader view of the diverse world around them.
• Parents speak very highly of the setting. They say they feel safe in the knowledge their children are happy and well cared for. Parents appreciate the regular updates and face-to-face conversations and feel involved in their child's learning.

What the setting must and should do next

The provider should:

• consider ways to develop the book area, helping to nurture children's love of stories and providing a calm, comfortable space
• enhance opportunities for children to explore different cultures, traditions and communities beyond their immediate experiences.