Pennymoor Preschool Nursery

What is it like to attend this early years setting?

Children are excited to be at the pre-school. They separate well from parents and settle easily into the daily routine. Staff form good partnerships with parents and close attachments with children. They spend time talking to parents to find out as much as they can about their child when they first start at the pre-school. Staff use this information to plan and provide an interesting curriculum that reflects the learning needs and abilities of the children. They encourage children to register their attendance at the pre-school each day. Children find their own photograph and place it on the registration board. They tell everybody how they are feeling, choosing from pictures of faces that reflect different emotions. Staff ask children why they are feeling a particular way and talk to them about their feelings. Children soon say that they are happy and ready to play and become involved in activities. For example, younger children thoroughly enjoy making reindeer food using oats and glitter. They develop dexterity using various spoons and scoops to fill small bags with the food. Older children enjoy filling large plastic cups that have faces on to make their own snowman. They use mathematical language and recognise when the cup is half full, full or empty.

Staff recognise and praise children's good behaviour, which builds their confidence and self-esteem. They work with parents to promote consistency between home and pre-school. Children show through their behaviour that they feel happy and secure in the pre-school. They understand the importance of good hygiene routines and independently wash their hands when they need to, such as after messy play and before mealtimes.

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

• Leaders and staff have worked hard to address the issues raised at the last inspection. Training has been a priority to build staff's knowledge and skills across a range of topics. Changes to the environment means that children are cared for in groups of the same age. This enables staff to plan and execute learning more effectively. Staff evaluate activities to ensure that they are sharply focused and that the intent of the activity is met. They work closely with parents to complete progress checks at age two years. This ensures that parents' views are heard.
• Parents are extremely happy with the care and learning opportunities provided for their children. They feel staff take time to get to know all about their child and use this to make sure that children have the opportunity to play with things that they enjoy. Parents feel involved in their child's learning. Staff make sure that they are kept informed about the progress their child is making. They feel that they can relax knowing that their children are getting the best care and attention.
• Children's health and well-being are supported well. Individual dietary needs are known and met. Children enjoy snacks of fresh fruit. Independence is encouraged through pouring their own drinks. Children enjoy being physically active and spend time outside each day in the fresh air. They learn to control their movements on balance bikes and scooters. They manoeuvre around their friends and other toys in the garden.
• Children enjoy looking at and listening to stories. Staff are animated as they read, which captures children's attention. Staff encourage children's language and communication skills throughout the day. They encourage children to share their experiences with their families and to recall past experiences, such as when it snowed recently. However, although staff ask children questions, they do not always allow children time to think about what has been asked and respond before asking them something else.
• Children with special educational needs and/or disabilities (SEND) are supported very well. Effective systems are in place for staff who care for children with SEND and the parents to ensure that they receive the right support at the earliest opportunity so their needs are met. This enables children to make progress from their individual starting points.
• Staff talk to children about cultural events and celebrations that happen throughout the year. For example, children look at stars and talk about bright colours during Diwali. Staff are looking to introduce foods from different countries during these activities. However, opportunities for children to see positive images and to recognise people and families that are different to their own are not yet established.

What the setting must and should do next

The provider should:

• consider ways to provide more opportunities for children to recognise people and families that are different to their own
• support staff to enhance the curriculum for communication and language by considering how they question children to promote critical thinking skills.