Orleton Pre-School

What is it like to attend this early years setting?

Children are welcomed into the pre-school by the caring staff team and their peers, who are excited to see them. They self-register each morning and place their belongings on their coat peg which is labelled with their name. Children excitedly greet their peers and eagerly join in with interesting learning experiences, which help them to develop new skills and knowledge across all areas of learning. They know what is expected from them and understand the rules and boundaries put in place by staff. Children remember that they must take turns with their friends. Children soon become absorbed in their imaginative play. They fill saucepans with pasta and pretend to make a meal for their friends. Children relish opportunities to explore trinkets in the home corner and learn that items, such as china tea cups and containers need to be handled with care.

Children develop their physical skills as they climb, balance and pedal tricycles around purposeful obstacles, such as a 'roundabout' outside. They create challenges for each other. Children make bridges from guttering and metal stands and take turns to ride underneath. They use mathematical language as they make observations about the bridge. Children think and predict if they will fit under. They tell their friends 'it's too low, it needs to be higher'.

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

• Staff support children to access a wide range of literature. They position books in all areas throughout the pre-school. For example, children access recipe books in the role-play area and information books in the small-world area. Staff read stories clearly and encourage children to share their ideas. Children make links between the colours of familiar animals. For example, when describing an elephant they say 'it's hippo colour'.
• Children display positive attitudes towards learning. They enjoy listening to stories read aloud by staff and eagerly join in with song and rhyme sessions. However, staff do not always make the best use of group learning experiences to challenge children's thinking and extend their learning to the highest level.
• Partnerships with the local school are highly effective. The manager and staff team liaise with teachers to ensure children are prepared for the move to Reception class. They seek advice and expertise to support children with identified delays in their development. For example, they are currently working with a speech and language specialist to further support children's communication and language skills.
• Children learn about the world and where food comes from. They grow their own produce outside in the pre-school garden. At mealtimes, staff support children to reflect on their past learning. They talk about the growth process of a seed which has fallen onto the table from a child's piece of fruit. Staff support the children to look closely at the seed to observe a shoot. They explain how if they place the seed on to cotton wool soaked with water, the shoot will grow and they will be able to plant it.
• Staff carefully plan the environment to enable children to access resources around all areas of learning, both indoors and outdoors. They set up inviting areas outside to inspire children's creativity; such as a musical area with a stage so children can act and perform. However, at times, staff do not always deploy themselves as effectively as they could to successfully support and encourage children to use these areas and extend their learning further.
• The manager is reflective and regularly evaluates the care and education staff provide. She strives to make continual improvements to benefit the children they care for. The manager ensures any additional funding the pre-school receives is used effectively to support the specific needs of children and their families. Children with special educational needs and/or disabilities are supported to achieve the best possible outcomes.
• Staff establish effective partnerships with parents. They share information about children's learning in a variety of ways; such as through online learning records, social media sites and weekly newsletters. Parents comment on the excellent feedback they receive from staff. They value the ideas they receive from staff to support children's learning at home.
• Managers and staff work hard to make sure the pre-school is recognised as being central to their community. They host events where children can attend with their families, such as coffee mornings and most recently a falconry exhibition. These experiences support children's sense of self and enhances their understanding of the community they live in.

What the setting must and should do next

The provider should:

• provide staff with even more support to plan and deliver group activities which challenge children's thinking and maximise their learning
• review staff deployment, particularly in the outdoor area, to further support children to broaden their interests and participate in a wider range of activities to extend their already good learning experiences.