Partridge Green Pre-School

What is it like to attend this early years setting?

Children arrive happily and are greeted at the door by staff. Children know to put their water bottles on the table, along with any toys they want to show the children at group time. Staff lead a group time at the start of the session. They talk to children about the weather and ask them to share things they have been doing at home. Children celebrate the things they do away from the setting. For example, children show an interest in the photographs that other children share of themselves doing activities such as ballet.

Outside, children enjoy exploring ice. Staff encourage children to look for sunny areas to put the ice to see if it melts. Throughout the year, children learn about growing their own vegetables. They pick the vegetables when they are ripe and eat them for snack. Staff support children to draw pictures of their families. They remind children to include eyelashes and eyebrows on their pictures. Children continue this learning outside using chalks. Staff provide opportunities for children for manage risks. They teach children how to use the indoor climbing frame safely. At snack time, children cut up their own fruit. Staff teach children how to cut their grapes to prevent them from choking.

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

• The manager has worked hard since the last inspection to make improvements. She has worked with the local authority and regularly reflects on what they offer children and their families. The manager liaises with staff and parents and assesses things to make sure they are meeting all children's needs.
• Staff report they feel well supported. They have regular supervision sessions where they can discuss any concerns they may have and where the manager checks on their well-being. Staff understand their roles and responsibilities.
• Children's behaviour is supported well. Staff remind children to listen at group times, to walk indoors and to tidy up before mealtimes. Children are given specific areas to tidy up, and staff praise them for their efforts. However, staff do not always provide children with clear explanations. For example, staff consistently remind children they need to walk inside, or to stop running, but they do not always tell children the reason why they need to do this.
• Children independently access the toilet area and wash their hands before mealtimes. They use visual aids to help them remember how to wash their hands thoroughly. Children put on their own coats before going outside. Staff encourage them to lay their coats on the floor and flip them over their heads. Staff support children to develop their personal and physical skills. Children are becoming increasingly more independent.
• The curriculum intent is understood and sequenced well. For example, staff encourage children to practise their physical skills and build on what they can already do. Outside, children balance on wooden planks and negotiate the path they want to take depending on where other children are. Inside, children develop their fine motor skills as they manipulate dough into various shapes. However, staff sometimes miss opportunities to extend children's learning further. For example, staff give children suggestions of how to do things before allowing them time to problem-solve themselves.
• Children with special educational needs and/or disabilities receive good support. Staff know the children well and consistently use strategies to aid their learning. The special educational needs coordinator liaises with other professionals to ensure children receive the help they need. Additional funding is used to support specific children. The manager is in the process of recruiting an additional member of staff to help provide more support for all children.
• Partnership with parents is very strong. Parents know who their child's key person is and they know what their children are learning. Children are able to take resources home, such as games, to continue their learning at home. The setting holds a number of fund raising events throughout the year, and parents are very supportive of these sessions.

What the setting must and should do next

The provider should:

• provide clear explanations to children to further support their understanding of rules and boundaries
• encourage children to think about how to overcome challenges to further develop their learning.