Pebbles Preschool

What is it like to attend this early years setting?

Children flourish and thrive at this sensational setting. They come in happily, finding their friends for exciting play experiences. Children quickly settle and form close bonds with the warm and friendly adults. They feel comfortable knowing that they will receive comfort and reassurance when needed. Staff get to know children well. They create exceptionally stimulating activities based on children's interests and developmental needs. Therefore, children become keen explorers, both indoors and outdoors.

Children's behaviour is outstanding. They understand and take pride in following the setting's rules. Staff give clear instructions, and routines are consistent. Children enjoy taking responsibility by tidying and singing alongside the encouraging adults. As a result, transitions between activities run smoothly. Staff are brilliant role models for sharing, turn taking and looking out for others. This helps children to develop warmth towards others. Children wait patiently for their turn when playing. They ask to use a sand timer to help understand when they can have a turn. Staff clearly explain about different emotions and choices children can make. This supports children to self-regulate their behaviour. They also gain an excellent understanding about how actions and words affect others. Therefore, children and staff enjoy a calm and positive learning environment.

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

• Teaching standards are sublime. Staff plan and adapt activities to meet children's interests and developmental needs. Staff consistently challenge children to think deeper, to extend their learning. They encourage problem solving and highly praise children. As a result, children become inquisitive, asking questions to find out more. They grow to be keen learners, taking pride in what they discover.
• Children become extremely independent from a young age. Staff teach children to put their shoes and coats on and off. Children self-register by finding their card and posting it on the wall. They love the challenges to pour drinks and wash up plates and cups at mealtimes. Children are eager to take on responsibilities, such as carrying resources outdoors. This means that children become independent explorers, with a firm sense of responsibility.
• Staff create an environment superbly rich in language. They adopt a focus on communication and language in their curriculum. Staff follow children's lead. They model and repeat language. Staff teach signing alongside speech. They recognise concerns early on, working closely with children in small groups. As a result, children become competent communicators. They express their needs and opinions clearly.
• Staff provide amazing experiences for children outdoors. Children delight in using magnifying glasses to search for shapes. They proudly share what they see. Adults encourage children to explore. They go on walks to find treasure or hunt for 'bears'. This inspires children to develop their imagination to the highest levels. Children take on physical challenges when balancing on beams or making ladders. As a result, staff brilliantly extend children's learning and enjoyment.
• Staff provide excellent opportunities for children to access their local community. They take children on walks to explore nature and wildlife. Children grow potatoes, tomatoes and carrots. Staff teach them how to look after living things. Children create bird feeders to support wild birds. They enjoy visits to the local church and activities that the vicar creates when she visits. As a result, children develop confidence in social situations. They learn that they can have a positive impact on their community.
• Staff have built an incredible relationship with the teachers at the school on site. They share the 'forest school' area and hall for physical education sessions. The school provides hot meals for children. Children are invited to share special events, such as the Christmas nativity. This strongly supports transitions to school and ensures continuity in children's learning and care.
• Parent partnerships are commendable. Parents praise the setting for the exemplary experiences and care for their children. They appreciate the daily updates on what children enjoy and learn. Parents particularly praise the close support to develop children's communication and language. They report huge progressions in this area as well as their independence.