Penenden Heath Pre-School

What is it like to attend this early years setting?

Children demonstrate they feel happy and safe in their pre-school. Friendly and approachable staff greet children on arrival. Children independently hang up their coat and change their shoes. During carpet time each child signs 'good morning' to their friends before they rush off to play. Staff constantly reflect to ensure that activities cover all areas of learning. The environment is purposefully arranged to meet each child's interests and needs. For example, clothes in the role-play area are carefully selected to help develop fine motor skills. Children can learn how to use zips, buttons and poppers, which promotes their independence.

Children are highly motivated learners who are confident to speak to staff and visitors. They are proud to show off their artwork and receive praise. There are opportunities all day to access the large outdoor area. Its design allows children to explore and experiment in a safe space. For example, children discover ice that has formed overnight and try to work out how to break it up. They use different tools and then place chunks in the pizza oven, explaining that ovens get hot so it will melt the ice. Staff have high expectations for all children to make good progress.

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

• The management team are highly reflective. They look at what works in the setting and how they can improve. Staff feel valued. Managers use team meetings to encourage staff to share ideas and best practice. The introduction of a loose-parts area helps children to develop their imagination.
• Staff use mealtimes as a wonderful opportunity to engage children in conversation. They talk about their families and what is in their packed lunch box. Children demonstrate their growing independence by clearing away their own things. They then wash up and dry plates and utensils.
• Children have the opportunity to learn about what makes them unique. Parents of children who are learning English as an additional language come into the setting to read stories in their home language. Children feel valued as they celebrate their own language and culture.
• Children learn some good hygiene routines. They wash their hands after using the toilet and before meals. However, children do not always cover their mouths when they cough, or use readily available tissues to blow their noses.
• Parents feedback positively about the caring and nurturing staff, and value the support they receive. Parents know what their children are learning via online journals and share what children do at home. This means that staff can use children's interest to plan activities in the setting.
• Staff are quick to respond when children need help managing their behaviour. For example, when children argue, staff encourage them to share. They then discuss how arguing made them feel. This allows children to explore their feelings and supports their emotional well-being.
• Children with additional needs receive exceptional support. The special educational needs coordinator (SENCo) works with parents and external professionals. In partnership they plan appropriate activities to support children's progress. The manager carefully considers how to spend funding to have the most impact for children. For instance, employing extra staff so children can have one-to-one support when needed, so they can fully access the curriculum.
• Staff focus on developing communication and language for all children. For example, they use Makaton signing and picture cards to help those who need more support. However, on occasion, staff ask too many closed questions. They do not always give children time to process information. This means that sometimes children do not have opportunities to develop their speech and language skills.
• Children's behaviour is very good. They work collaboratively to help solve problems. For example, when a car becomes stuck in a large tube children work together to lift up one end so that the car can roll out. The children then experiment on raising the tube to different heights, and squeal with delight as a toy spider makes its way down the tube. This promotes teamwork and problem-solving skills.

What the setting must and should do next

The provider should:

• strengthen children's knowledge of how to manage and learn about good hygiene
• strengthen communication and language strategies to support children's developing language skills.