Pangbourne House Ltd

What is it like to attend this early years setting?

Children are extremely enthusiastic to commence their nursery day. Greeted by staff, they independently hang up their coats and bags and quickly find something of interest. The curriculum is exceptionally ambitious, and children show extremely high level of focus at their chosen tasks. They spend sustained periods of time completely engaged in what they are doing.

Behaviour of children is exemplary. Children are empathetic to one another. Older children help and support younger children, mimicking the way staff support them. For example, during lunch younger children ask how to open their yoghurt. Rather than doing it for them, older children show them the flap of the lid that makes it easier to pull. Staff help children understand the concept of sharing and taking turns. Children ask politely if they can use a particular resource next. In the garden, children use a timer to take turns with the car. Once the timer shows it is the next child's turn, children willingly exchange roles.

Children with special educational needs and/or disabilities are extremely well supported. Staff work in partnership with other agencies involved in children's care, learning and development to provide consistent support. A dedicated sensory room provides children with a calming, safe space away from the main classrooms when they may feel overwhelmed.

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

• Staff are highly qualified. They have a wealth of experience and come to the setting with a real passion and enthusiasm for making a difference to the lives of all children. Leaders and managers have developed an extremely well-designed curriculum that merges their Montessori philosophy with the early years foundation stage. Children make exceptional progress from their starting points and are extremely well prepared for the next stage of their learning.
• The curriculum for children's communication and language is superbly designed to expand and build on their vocabulary over time. Children confidently share their ideas and opinions with others. They understand concepts learned and use scientific language correctly. For example, discussing how their lunch is travelling through their digestive system. Children hear language through stories, rhymes and songs. Children enjoy looking through books independently. They listen to staff read, laughing as different tones and noises are made to bring the story to life. Children retell familiar stories using the puppet theatre within the creative room.
• Children are exceptional problem solvers, willing to give new experiences a try and show perseverance when encountering difficulty. Staff are extremely skilled at supporting children with words of encouragement or suggesting ideas, but they do not take over. When staff see that children may need more support, they respectively ask 'may I help you?' before stepping in.
• Children learn about the world around them. For Chinese New Year, the whole setting came together for an assembly where children proudly paraded a dragon they had made. Children learned about the characteristics of the different animals of the zodiac and their unique characteristics. Children were able to then look at what makes them unique and special, understanding that although they are all different, they were all part of this setting community. Children listen intently and respectfully to each other and ask questions, showing interest in their experiences of others.
• Children have a wealth of opportunities to practise their early mathematical skills. During group snack within the creative room, children count how many children are present and count out a biscuit for each. Children confidently use mathematical language, such as 'more' and 'less than' within their play.
• Partnership with parents is exceptionally strong. Parents describe the setting as a 'magical' place, complimenting the gentle approach staff have with children. Parents feel very involved within the setting, describing leaders and managers as extremely approachable. Parents are regularly invited into the setting to discuss children's individual learning and development and work together on setting next steps.
• Staff at the setting report feeling extremely well supported. Throughout the week there are various opportunities where they can meet with leaders and managers to evaluate and discuss any concerns they may have. Staff are supported to continue their own professional development with further training.