Peasmarsh Flying Start Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school happy and full of enthusiasm. Staff greet children with a smile, which helps them feel safe and secure. This is seen as they confidently say goodbye to their parents. Children hang up their own coats and politely greet staff, which demonstrates their good independence and social skills.

Children demonstrate high levels of emotional well-being. Staff are extremely nurturing of the children and form strong bonds with them. This is seen when children approach staff for a cuddle when they are feeling unsure. Children learn about feelings and emotions. They respond well to staff's high expectations and learn how their behaviour makes others feel. Additionally, staff talk to children about rules, such as 'no pick, no lick' when playing outdoors. This prepares them well for later learning.

Staff successfully teach children to keep themselves healthy and safe. For example, they regularly practise how to evacuate the building in an emergency, such as in the event of a fire. Furthermore, staff support children to learn to assess risks. For instance, they work out how they can safely cross a small, shallow stream. Children thoroughly enjoy the many ways they are supported to develop their physical skills. For example, they balance on wooden logs and dig holes during forest school sessions.

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

• Staff promote children's early mathematical skills well. They plan exciting activities that help children to recognise numerals. For example, children have a great time finding numbered seashells in a tray of water.
• Children successfully develop their communication and language skills. Staff use approaches, such as singing and hand puppets, to introduce new words. Children happily and confidently join in and repeat new words in songs which helps to extend their vocabulary.
• Staff provide an inviting environment for children and consider children's interests when planning learning experiences. However, activities are not always planned precisely enough to ensure they help children reach their individual next steps in learning to help them make even more progress.
• Staff use assessment well to monitor children's progress, including those with additional needs. They plan ways to address identified emerging gaps in children's development. However, staff do not always seek or share enough information with parents and external agencies to ensure children receive a consistent approach to learning.
• Staff assist children to become curious learners. They support children to extend their concentration skills with a range of learning experiences that encourage them to explore and investigate. For example, children are fascinated as they watch whose ball will reach the bottom of the slope first.
• Staff promote children's self-help skills well. This is seen when older children competently manage their own hygiene needs. Furthermore, staff sensitively support younger and less able children to grow increasingly independent with these tasks.
• The passionate staff team are excellent role models. They are kind and polite, which helps children to understand the importance of respecting others. This prepares them well for later life.
• Staff promote children's self-esteem well. For example, they celebrate children's achievements with lots of praise and encouragement. Additionally, they support children well with daily transitions. They use a range of strategies, such as sand timers and visual timetables, to help children move from one activity to another.
• Parents think very highly of the manager and staff team. They know their child's key person and comment on the family atmosphere and nurturing their children receive at the pre-school.
• The manager and deputy support staff extremely well. They regularly meet with staff, such as during supervision sessions, to check on their well-being and workload. Staff work well together, and value and respect each other.
• The special educational needs coordinator is knowledgeable and committed to her role. She makes timely referrals to external agencies to help get children the extra help they need. Furthermore, she works with staff to create targeted plans to support children while they are waiting for an appointment with a specialist.
• Staff give children consistent messages about the high expectations of behaviour. Children listen carefully to staff and respond positively to instructions, such as gathering on the carpet for story time.

What the setting must and should do next

The provider should:

• develop planning further so that activities link more precisely to children's next steps in learning to help them make continued progress
• strengthen information sharing with parents and other agencies to ensure children, including those with special educational needs and/or disabilities, receive consistent approaches to learning.