Paulerspury Pre-School

What is it like to attend this early years setting?

Children enthusiastically arrive at the pre-school, eager to start their day. They are greeted by friendly welcoming staff who they know well. Children show they feel safe and secure at pre-school as they confidently choose activities and seek out their friends. Children are excited to explore the learning opportunities that staff carefully plan based on children's interests. For example, staff set out dough, candles and cake trays near the role-play area. With these items, children act out real-life experiences, such as birthdays, as they use dough to make cakes and sing 'happy birthday' to each other.

Outdoors, children confidently ride bicycles and climb on equipment, demonstrating good physical development. They manage their own risks as they take turns in climbing, and look out for others while riding on bicycles. Staff weave mathematical language into everyday activities. They talk to children about capacity, size and shape, as children use utensils to fill containers when they scoop and pour water. Children stand on crates and measure who is the tallest, then they count down from five before jumping down shouting, 'blast-off'.

Children's independence is well supported by staff. For example, children are reminded to wash their hands before selecting a snack from the snack tub. Children are taught to take shoes and socks off before taking part in physical education sessions. This helps children to develop some skills for starting school.

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

• The manager and staff have an ambitious curriculum in place to support all children's learning. They have a clear understanding of what it is they want children to learn and plan activities based upon children's interests, experiences and stage of development.
• Care for children with special educational needs and/or disabilities (SEND) is a strength of the nursery. The management team and staff work closely with parents and other professionals to ensure that children get the required levels of support they need. This has a positive impact on the quality of education that all children receive, meaning all children make good progress.
• Children's behaviour is good. Staff support children to take turns and share resources. Children listen well, follow instructions and use good manners. However, at times, children are not consistently reminded of rules and boundaries. For example, staff do not always support children to understand why they should not run around indoors.
• Children are building good levels of communication and language. They confidently talk to staff and their friends and share their thoughts and ideas. Staff promote children's love of books. They enthusiastically respond to children's requests to share and read stories. Children become engrossed in the story, showing they remember key parts as they repeat phrases.
• Children follow good hygiene routines and learn the importance of living a healthy lifestyle. They enjoy sociable mealtimes with their friends and staff when they discuss foods that are good for them.
• Children's emotional development is embedded well. Staff help children to identify and name their feelings by using games, books and discussion. This supports children to reduce conflict during play and boost their confidence. For example, during play children say, 'Don't do that, it makes me sad.'
• Partnership with parents is good. Parents speak positively about the setting and say that their children enjoy attending. Staff share observations and assessment with parents electronically, so that they are fully included in their children's learning. Parents mention that this makes them feel involved in their child's development and supports them with how to continue learning at home.
• Staff know the children well and how to plan effective structured learning experiences. However, some staff are less secure than others about how to use more spontaneous learning opportunities to challenge children's thinking further and support the overall aims of the curriculum. This means that some meaningful learning opportunities may be lost.
• The managers are passionate about their role and demonstrate they want the best for children and the staff team. They ensure staff's welfare and take time to discuss any well-being issues. Staff report that they are well supported and feel listened to and valued.

What the setting must and should do next

The provider should:

• develop a more consistent approach to helping children understand the behavioural expectations of the nursery
• strengthen the support and guidance for staff to help them to raise the quality of spontaneous interactions with children to the highest level when joining in with children's play.