Phoenix Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school with big smiles. They quickly seek out their friends and give them a hug. Staff plan suitably challenging activities for the children, which connect to their interests. As a result, children soon settle into their play. For example, children 'sweep and mop' the floors in the home corner and sell goods in the pre-school 'shop'. Throughout the day children are constantly engaged in their play.

Children enjoy a range of interesting and enjoyable learning experiences. For example, they match numbers as they play bingo and search the garden for minibeasts. Children play well together. They develop imaginary play scenarios, such as taking the car to the car wash and going to the shops. Children choose from a variety of dressing-up outfits as they take on imaginary roles.

Outside, children develop their physical skills. They navigate the climbing wall with skill and race around confidently on wheeled toys. Children are developing an understanding of healthy lifestyles. For example, in the pre-school 'shop' they identify the foods are a healthy choice. Children enjoy healthy snacks such as apples and bananas. They show increasing independence, as they pour water and milk from jugs for themselves and their friends.

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

• The provider has introduced a clear curriculum that focuses on children's starting points. Staff use observation and assessment to identify what children already know and can do. They plan a range of activities that support and extend children's interest and talents. Regular topics broaden children's experiences and knowledge. Children visit the local woods every week and take part in the dedicated 'outdoor learning' session. They learn about nature and explore the environment.
• Children benefit from a language-rich environment. Staff provide narratives alongside children's play. For example, when playing with the 'dinosaur swamp', they speak about the texture of the sand and describe it as 'wet' and 'gloopy'. Children use their acquired language as they play, demonstrating their rapidly growing vocabulary. Children share books with adults and explore the pages, describing what they see.
• Staff interact well with children. As children play, staff talk about what is happening. For instance, when children attempt to build a sandcastle with the wet sand, staff talk about why the sand might be stuck in the pot. However, staff do not consistently extend children's learning through questions that encourage them to think. For example, when discussing how many legs an octopus has, staff do not provide an answer or support children to learn new information.
• Children are developing mathematical skills. For example, they match two dinosaur figures to a weighted numeral of the number two. They place these on the scales and say, 'Hooray!' when the scales balance. Children count money in the 'shop' and recognise the difference between coins. They confidently name shapes as they use them to create pictures of robots and tractors.
• Children respond well to the expected behaviours. They describe how they use sand timers when they need to share toys with their friends. This is used consistently to help children with managing the resources. Staff support children to recognise and manage their emotions. This helps children to calm down when they are unsettled. However, children have not yet developed the skills to resolve conflicts by themselves as adults manage this for them.
• The provider has a good oversight of the provision. She has clear plans for continuous improvements. Regular observations ensure that staff are supported to identify any areas for professional development. Staff attend regular training and take part in quizzes that test their knowledge.
• Parents speak highly of the pre-school. They comment that children are supported well to develop friendships and enjoy coming to the pre-school. Parents describe the pre-school as 'one big family'. They feel that their children are making good progress because staff know them so well.

What the setting must and should do next

The provider should:

• extend opportunities for children to use thinking skills that broaden their knowledge
• support children to effectively manage conflicts by themselves.