Peter Pan Pre-School

What is it like to attend this early years setting?

Staff provide a warm welcome to children and families at this friendly community pre-school. They quickly establish good relationships with children and get to know them well. This enables them to identify their individual learning needs and provide interesting activities and high levels of support. For example, children enjoy looking in the mirror to identify their features. They then carefully use cotton buds to paint self-portraits. Children are eager to learn and focus well in group activities, as well as when playing by themselves. They excitedly listen to the sound of the sea in a shell and experiment with which car goes fastest as they push them down a length of guttering. Staff use effective teaching techniques to extend all children's learning and help them to make good progress from their individual starting points. They use plenty of praise and acknowledgement to motivate children and build their self-esteem.

Staff provide an attractive and safe environment, where children feel secure. Children move around with great confidence and make independent decisions, such as when to have snack. Staff ensure that there are clear boundaries and explain the importance of sharing and taking turns. Children respond positively and agree to let others use the trike they have been riding.

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

• Staff know children well. They use information from parents to establish what each child can already do when they start and then make ongoing assessments of their progress. They make effective use of this information to complete weekly planning so that they can adapt to meet children's current interests and next steps. They are also skilled at following children's lead and using their self - chosen activities to build on what they already know and can do. For example, children further develop their physical skills as they try to throw the ball through the hoop.
• Children are busy and engaged at all times. They play purposefully and confidently make choices about what to do. They develop many independent skills, such as washing up their cups and plates after having their healthy snack. Children are well behaved. They readily share and take turns and use the sand timer independently in their play. They show care and concern for others. For example, they help each other to use the bubble mixture.
• Children develop good communication skills. Staff position themselves carefully so that they are close by to encourage and extend children's conversation during play. For example, the rolling snack time provides an ideal opportunity for staff to chat to children about a wide variety of topics. Staff provide tailored support for those children who need extra help to communicate, including small-group work and using signing.
• Staff build strong relationships with parents from the outset. They visit families at home before children start to begin the process of getting to know them as well as possible. Staff share information about children's progress through an online platform and through regular discussion and meetings. Parents appreciate receiving ideas for how to support their children at home, and they give unanimously positive feedback about the pre-school.
• Leaders work well together and lead a close-knit team. There is a strong focus on involving all staff in evaluating and adapting the provision to best meet children's needs. Staff have good opportunities to attend training and implement what they learn. For example, they have changed the teaching of mathematics following recent training.
• Staff are aware of the diverse backgrounds of children who attend and describe effective measures to acknowledge these and support those who are learning to speak English as an additional language. However, they do not always put these measures in place promptly to help children and families feel as valued and welcome as possible.
• Staff interact well with children and build trusting relationships with them. They are skilled at engaging them in activities and extending their learning. For example, staff read stories with enthusiasm to encourage children's listening skills and ask questions to help them express their thoughts about what could happen next.

What the setting must and should do next

The provider should:

• implement existing measures more promptly to value children's diverse backgrounds and help them feel even more welcome and settled.