Pied Piper Pre School

What is it like to attend this early years setting?

Children who attend this safe setting are settled and confident learners. Staff support children to settle quickly and, as a result, all children are happy to enter the setting without their parents or carers. Staff encourage children to be independent, for example, through self-registration. They support children to be enthusiastic learners through displaying enjoyment and excitement in children's learning. Overall, staff extend children's learning and encourage children to offer suggestions.

Staff know children very well and, as a result, they share in-depth conversations with children about their families and experiences. They know children's next steps in development and share these with parents. Staff implement the curriculum through carefully planned activities and provision. As a result, children are well prepared for school. Staff support younger children during activities and at group times so that all children access learning at their own level.

Staff encourage children to make choices, for example choosing where they would like to play. Children work alongside each other, chatting happily. They manage their own self-care, washing their hands and blowing their noses independently. Children's behaviour is good. Staff encourage children to take turns and share, and children are able to display this behaviour independently in the setting.

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

• Staff skilfully promote mathematics through activities and the learning environment. For instance, they work with children to build a rocket using building blocks. Staff encourage children to count the number of blocks they have and to identify if staff have 'more' or 'less' in their rocket. Other children explore playing with shapes and recognise two- and three-dimensional shapes. Staff support children to problem-solve, using their fingers to count.
• Staff develop children's vocabulary effectively. When children mispronounce words, staff repeat the words back, modelling them correctly. Staff extend children's vocabulary through the learning experiences they offer. For example, when discussing the weather, children use the word 'overcast'. Staff provide a narrative to children's play, supporting them to develop their vocabulary and language, modelling correct grammar. As a result, children display excellent communication and language skills. They are confident speakers.
• The well-planned curriculum and provision provide lots of opportunities for children to develop their independence. During snack time, staff ask all children, including the youngest, if they would like water or milk, then encourage them to pour this into their cup.
• Staff have a very good knowledge of children and their next steps in development. As a result, children make good progress in all areas of learning. Parents report that the setting has supported their children's confidence and independence. They welcome the opportunities for their children's physical development that the setting offers.
• Staff have a good understanding of safeguarding and how to keep children safe in the setting. They talk about what they would do if they had concerns. Staff are able to talk about using devices safely and internet safety. Leaders acknowledge that more could be done to enhance children's knowledge about internet safety.
• Children follow routines, and staff regularly praise children for displaying positive behaviour. Staff support younger children to regulate their behaviour and to join in at group times.
• Leaders have implemented training within the staff team and monitor the benefits of this, identifying the effects of training on practice. The manager ensures that the staff take part in regular supervision sessions, checking their knowledge and sharing up-to-date information.
• Children in this setting are confident and engaged learners. However, on occasions, their learning is disrupted by staff taking them from their chosen activities to go and do other activities, such as having snack or having their nappy changed.
• Staff develop children's confidence, such as during group times. For instance, they ask children to identify what they would like for snack the following week. Children confidently select pictures and share them with staff.

What the setting must and should do next

The provider should:

• help children to extend their knowledge of internet safety
• support staff to help children to remain engaged in activities in which they are interested.