Parkwood Christian Fellowship Preschool

What is it like to attend this early years setting?

Children thrive and make exceptional progress in the truly inspirational environment created by highly professional and knowledgeable staff. They know the children exceptionally well and have detailed knowledge of what children need to achieve next. Staff seamlessly thread children's learning and next steps through everything they do. The learning environment and daily routines are carefully planned to include a wealth of meaningful and inspiring activities. Staff meet before the day begins to discuss what to offer children and maximise any opportunities they can to support development. For example, they plan an exciting activity with natural resources, insects and magnifying glasses for children to explore. They role model how to use the equipment and explore the insects, inspecting their minor details. These activities help children become deeply engaged and display high levels of concentration.

Children's behaviour is excellent. They learn to manage their feelings and emotions and treat each other with kindness. Children have formed strong attachments to their key person. Staff have high expectations for all children. They skilfully support children with learning and value their achievements. For example, children proudly wear 'ask me about' stickers, so staff can ask children what they have learned. This helps value children's achievements and build self-esteem.

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

• Staff work with parents to find out what children know and can do when they start. They use the information that is gained to plan an exciting, broad and balanced curriculum. Parents are kept up to date with their children's learning on a daily basis. Staff share ideas of how parents can continue their learning at home. Parents, in turn, share progress their children have made at home. Children benefit enormously from this joined up partnership working. All children, including children with special educational needs and/or disabilities, excel in their development.
• Staff demonstrate a deep understanding of children's learning needs and consistently deliver high-quality interactions to build on children's speech and language skills effectively. For example, they plan regular small intervention groups to support children's developing language and confidence. Staff regularly introduce new words to support children's vocabulary, such as 'shadow' when looking at light and dark. They point out letters and use the sounds to help children build strong foundations in preparation for early reading.
• Snack times are a social event where children serve themselves. They enjoy healthy snacks, such as banana and apples with milk to drink. Stringent procedures are implemented to ensure the safety of children who have dietary needs. Children develop excellent awareness of hygiene. They say they have to
• 'wash the germs off their hands'. After they have washed them, they say they have 'sparkly hands'. Oral health is promoted particularly well. The staff arrange a visit from 'the tooth fairy' to teach children how to look after their teeth. Children know they need to clean their teeth regularly and not eat too much sugar. This helps children to develop healthy dental routines.
• Staff plan activities daily to support children to learn to value other children's opinions. For example, children take part in an activity where they vote for which book they would like read. Children place coins in a bowl for their favourite book. The one with the most coins wins. These activities support children to learn about democracy.
• Staff work tirelessly to widen the knowledge and experiences children have to help them learn about the local community. They take them out on a regular basis to the park, shops and library. When children show an interest in the decoration at the Chinese restaurant. Staff extend children's learning about Chinese New Year. These experiences are highly successful in broadening children's knowledge of the wider world.
• The management team has a clear vision and ethos for continually developing the outstanding facilities they offer. They place a high priority on the professional development they offer all staff. All staff attend regular training to ensure that they maintain the high-quality teaching they offer children. The management team has put in place a well-being officer to support staff's emotional well-being. Staff feel extremely well supported with manageable workloads and enjoy working at the pre-school.