Ormesby Village Pre-School

What is it like to attend this early years setting?

Leaders plan a broad curriculum focusing on children's self-awareness and recognising and understanding their emotions. Staff consider children's developmental stages and interests when planning activities. There is plenty of opportunity for children to lead their play. For example, children readily access a wide range of mark-making resources. In the garden, children continue creative activities while others develop strength in their large muscles as they run and climb on the hill.

Children behave well. Older children understand the daily routines and listen well to instructions from staff. Children play cooperatively with their friends. Staff provide many opportunities for children to learn how to share and take turns. For example, they ensure that each child can share their thoughts about the feelings of a bear in a story with the rest of the group. Children show that they feel safe and secure in the environment and form strong attachments to staff, who are both affectionate and responsive.

Children with special educational needs and/or disabilities receive tailored support to help them progress in their learning. Staff understand what each child can do and what they need to learn next. They work closely with parents and other professionals to ensure that children receive the support they need. Additional funding is used well, for example, to provide children with one-to-one time with staff.

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

• Young children are encouraged to develop independence through self-care tasks, such as wiping their hands and face after meals. For older children, staff play a countdown soundtrack to motivate them to help tidy up their toys before going outside to the garden. This allows children to take responsibility for their environment. Children enjoy helping with tasks, such as cleaning the table in preparation for lunch or washing their cups and bowls after snack time. These opportunities help prepare children for their next stage in learning.
• Children's communication and language development is well supported. Staff model clear language and repeat words back to the children. Babies benefit from effective back-and-forth interactions, which help lay firm foundations for their language and cognitive development. Activities are thoughtfully planned for older children to encourage listening skills and following instructions. For instance, they encourage children to develop an awareness of actions, such as squeezing and poking, while playing with play dough.
• There is a strong focus on books, stories and rhymes throughout the setting. Young children frequently seek out familiar adults to join them in the cosy corner to share their favourite book. Staff use interactive story time techniques that enhance children's learning and engagement. For example, children are encouraged to join in with the movements in the book 'We're going on a bear hunt'. The staff pause at key moments to allow children to complete sentences, which helps promote a love for books and storytelling.
• The routines in the setting are generally well planned. Children have time to explore freely, choose their own play and join in structured activities. However, there are instances when some routines interrupt children's learning. For example, staff sometimes disrupt story time to attend to nappy changes. Additionally, children are occasionally left waiting at the table for extended periods before their food is served. This means some children are left waiting unnecessarily and their learning is disrupted.
• Leaders and staff are extremely proud to be a part of this setting. Staff report high levels of support from the other staff and leadership team. They feel valued as part of a strong team. The leadership team has a clear and accurate view of the quality of the provision. They actively encourage staff to complete additional training and to share their new knowledge with other staff to drive continuous improvement.
• Partnerships with parents are a particular strength of the setting. Parents share that the staff go 'the extra mile' to make their children feel safe and secure. They express that they have seen their children progress well, particularly in their confidence. Additionally, parents appreciate that the online platform allows them to be fully involved in their children's learning.

What the setting must and should do next

The provider should:

• review the organisation of routines to ensure that children's play and learning are not interrupted.