Phoenix Under 5s Preschool

What is it like to attend this early years setting?

Children arrive happily at this small, friendly pre-school setting. They part easily from their parents and quickly settle to their play and learning. Children behave very well. They willingly follow the meaningful routines because they know what is expected of them. For example, children organise themselves ready for circle time and find their name card to show they are here. Staff create a very pleasant, yet busy, atmosphere.

Children develop a positive attitude to being active outdoors in the fresh air. They enjoy their healthy snacks and are reminded to drink their water. Children become increasingly independent. They capably peel their own tangerines and say they like their apples. Children show proudly how they use the soap to wash their hands. They mostly manage their personal hygiene very well.

The manager is sensitive to the impact the COVID-19 pandemic has had on children and adults. Staff stepped up to support children when specialist services were unavailable. For example, they attended extra training and obtained additional resources. This is successfully supporting children's communication skills. Parents are very pleased with their children's development. They share information regularly with staff in person and via the online application.

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

• The manager leads an effective, stable team of staff. They have a shared vision of how to meet children's individual learning needs, and strive to continually improve what they offer children. The manager uses staff supervision and support to build on staff's individual interests and aptitudes. Staff are motivated to improve their knowledge.
• On the whole, the revisions to practice have a positive impact on children's learning. For example, staff have begun to evaluate how well children engage with the curriculum, and quickly identify what may be causing certain behaviours. They revise routines accordingly so that children who sometimes struggle can relax at snack time with their friends. Staff recognise which children concentrate much better outdoors in the garden. However, some children are still not as engaged as they could be and may miss the intended learning.
• Staff are very aware of children's individual learning needs and personalities. They astutely identify what might be hindering children's development. Staff work effectively with parents and other agencies. Children with special educational needs and/or disabilities consistently make very good progress. Those who speak English as an additional language also improve their skills and confidence rapidly.
• Staff use the outdoor area effectively to benefit children's health, well-being and learning. Children are motivated to explore and investigate the interesting environment. They are often calm and thoughtful as they search for insects or listen for birds. Children use the magnifying glasses skilfully to see detailed markings. They are excited to show adults what they have found. Children develop their strength and balance as they pedal around the track. They also climb, run and jump with increasing confidence, skill and control.
• Links with the on-site school provide children with a good level of continuity in their learning. For example, staff know how the school staff teach phonics. This means they can prepare children well. Small- and large-group work is used effectively to support children's listening skills. Children begin to mix with school children and staff before they start. This helps them to settle when they move on.
• Mathematics is embedded and woven throughout children's play activities. For example, children find a numbered square to sit on at circle time. Staff help them to work out how many monkeys or ducks are left as they sing. Children confidently count the spots on the ladybird and match the patterns on the fish.
• Children enjoy developing their finger strength and coordination. They often choose to use the resources at the craft area. Linking with children's interests in insects, staff provide interesting resources for them to examine, draw and cut out. They use scissors, pencils and the tape dispenser with increasing skill.

What the setting must and should do next

The provider should:

• continue to monitor and improve all children's engagement with the curriculum provided.