Pandamonium Limited

What is it like to attend this early years setting?

Children enter this nurturing and inclusive environment happy and ready to learn. They independently find their pegs and know where their things belong. The children show that they feel safe and secure as they freely explore the well-organised pre-school. Staff deploy themselves in each area of the room and engage with the children at their level. They build children's confidence and self-esteem by offering them meaningful praise.

The manager and her team have clear intentions for children's learning. They focus on developing children's independence and teaching them how to do things for themselves. Staff choose special helpers to conduct small tasks, such as washing up bowls and plates, cutting fruit for snacks or completing a safety check of the garden. This supports children to take ownership of the play environment and fosters a sense of belonging. Children show determination and perseverance. At lunchtime, the children struggle to open their crisp packets. Staff demonstrate how to pinch the top and pull. As the children pull on the crisp packets, staff encourage them to keep trying until they succeed.

All children understand and follow good hygiene practices. They independently use the toilet and wash their hands using the correct technique. Older children talk about germs on their hands and the effect they can have on their health.

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

• The manager and her team have created a broad and balanced curriculum. They prioritise children's communication, independence, and social skills. Staff know the children well and plan a range of activities based on the children's interests. They interact well with the children and help them to achieve their next stages of learning. Children make good progress from their starting points.
• Children enjoy exploring the mathematical table. They name shapes by counting the sides and use words such as big and small. However, staff do not always extend and challenge children's mathematical knowledge past what they already know, particularly for older children.
• Parents praise the manager and her team for their continued help and guidance. Staff provide information and support to parents who may be concerned about potty training, fussy eating, bereavement and welcoming a new sibling. Staff keep parents updated on their child's progress and development. They provide activity packs and reading books to support learning at home. Staff make home visits to get to know the children and their families before they start. Parents state that their children are excited to attend pre-school and come home eager to tell them about their fun-filled day.
• The support for children with special educational needs and/or disabilities is exemplary. The highly experienced special educational needs coordinator advocates hard for these children. She works closely with parents and other professionals to ensure that children get the support they may need to make the best possible progress. Staff provide children with a well-planned daily routine. They use visual prompts and signing to ensure that those children who are non-verbal or learning to speak English as an additional language understand what is happening next.
• Children enjoy a wide range of physical activities. They walk to the local sports facility with staff, where they participate in gymnastics lessons. This provides the children with a safe space to challenge their bodies physically and to take risks. Children run and chase each other in the garden. They climb the play equipment and balance on the obstacle courses, which strengthens their muscles.
• The manager and her team are passionate about supporting other early years settings. They conduct network meetings where they share ideas to support providers in improving their quality of education. Staff collaborate with parents and children to evaluate their provision through an action research cycle, which highlights areas for change. The management team is dedicated to supporting staff's health and well-being. Staff feel comfortable to talk to the manager about any issues at home or work. They receive appreciation gifts and treats from each other, which creates a positive workplace culture.
• Children develop a love of literacy. They enjoy joining in with songs and listening to stories, which extends their vocabulary and imaginations. Children take book bags and cuddly toys home. When they bring them back, staff encourage the children to share their experiences with others. This builds children's confidence in communicating and socialising with others.
• Staff have high expectations for children. Children show kindness and empathy towards others. They happily share their toys and play well together. The children have a positive attitude to learning and develop a 'can-do' attitude. However, at times, staff do not consistently reinforce the rules and boundaries of the setting. Children sometimes run around inside and go down the slide backwards. This can result in them hurting themselves or others.

What the setting must and should do next

The provider should:

• provide more opportunities for children to count and use mathematical language in their play, to further their knowledge of numbers and mathematical concepts
• support staff to reinforce the rules and boundaries consistently in order to help children understand how to play safely.