Penguin Pre-School

What is it like to attend this early years setting?

Children make good progress in this warm, welcoming pre-school. Staff support them to build strong bonds and settle into the daily routine with ease. Children make steady progress and grow in confidence, ready for the next stage of their learning, including starting school. Staff know each child's interests and abilities well. They use this knowledge to plan activities that develop children's learning step by step. Small-group memory games that staff plan help enhance children's short-term memory and recall abilities. Both of these are important for learning. In addition, games such as these support the development of problem-solving skills. Children learn to think critically and make decisions. Staff support children to play together. As they do, children develop their social skills. They learn to take turns and cooperate with their peers. Every child receives the care and guidance they need.

Children understand the rules and routines of the pre-school and follow them well. Staff go over the rules and expectations with the children during circle time. For example, staff remind children how many can play at a table at one time. They also remind them to put on aprons when using the water tray. Staff serve as good role models. Children reflect this by showing calm behaviour when playing with their peers.

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

• Staff promote children's independence through daily routines. Children learn where to hang their coats and put their belongings away. Staff support children as they develop self-care skills such as washing their hands before snack time. They consistently praise children's efforts and achievements. This builds children's confidence and self-esteem.
• The pre-school reflects the diverse cultures of the children who attend. This helps children to feel seen, valued and included, boosting their self-esteem, sense of identity and belonging. It also encourages respect for diversity. Children build positive social skills and thrive in a rich learning environment. They learn from each other.
• Staff identify where children need extra support. They plan this into the curriculum. This ensures learning meets each child's needs. Their targeted approach helps close development gaps. This boosts confidence and supports steady progress. For example, staff help children to manage their feelings and emotions. They guide children in making friendships and support them in communicating their feelings.
• Leaders monitor staff practice closely. They offer advice and support to help staff reflect and improve. When staff are observant and step in to help, such as assisting a child to put an apron on, it encourages independence. This ensures children can fully take part in activities. However, this support is not always consistent as, at times, staff do not always notice when children are struggling.
• Children with special educational needs and/or disabilities get strong support at the pre-school. Staff provide early interventions and tailored help. For example, they use talking boards and picture cards. These tools help children with routines and activities. Leaders work closely with parents and external professionals. They identify gaps in children's learning and seek extra support when needed.
• Leaders are knowledgeable and passionate about their roles. They provide staff with a clear professional development programme. Staff have access to a range of training to help them improve. Leaders prioritise staff's well-being. Staff say they feel well supported. They find the leadership team approachable and open.
• Leaders and staff build strong relationships with parents. They share information about children's care and learning in many ways. This helps create continuity between the pre-school and home. Parents praise the pre-school. They say staff are approachable and their children are happy and settled. However, leaders have not considered further ways to gather and share information from all parents, including those who speak English as an additional language, to enable a deeper shared approach to children's learning.

What the setting must and should do next

The provider should:

• support staff to develop their teaching further to embed consistency and help achieve the highest quality across the provision
• continue to improve how information is gathered from and shared with all parents.