Pitton Pre-School

What is it like to attend this early years setting?

All children are deeply engrossed in their learning and play. Staff use children's play to engage them in an ambitious curriculum and help them sustain their concentration for long periods of time. Children want to read, write and count when they play. They continually practise important skills that will support their future learning. Children play shops while staff expertly model language, writing and counting. They make shopping lists together, having fun discussions about items they would like to buy. Staff ask children to help them hear the first sound in words to help them write their list, and children call out, 'Oh, I know, apple starts with an 'a' sound.' Children love counting money in the handbag, ready to spend in the shop.

Staff are highly effective at enhancing children's thinking skills. They delight in children's ideas and value their contributions. They pause children during their playful explorations and encourage them to predict what might happen. Children combine coloured paints with confidence and purpose to create new colours that they like. They use precise, descriptive language to describe their effect, 'It's turned blue, light blue, like the sky.'

Children feel loved, safe, and valued. Staff trust children and give them extra responsibilities to help with the session's smooth running. Children prepare food for others' snacks by slicing bananas and peeling oranges. They tidy up items they have been playing with, often without prompting, and take pride in ensuring they leave activities ready for other children to play with.

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

• The manager has developed an ambitious curriculum that benefits all children. Leaders and staff place a high value on building children's self-belief and confidence while nurturing their independence. Staff plan exceptional learning activities that are directly linked to children's next steps and specifically designed to help them make progress. Leaders and staff have high expectations for all children, particularly disadvantaged children and those with special educational needs and/or disabilities (SEND).
• Leaders and staff support children in developing essential skills necessary for their future learning with dedication. They enhance regular routines into occasions for children to practise fundamental skills daily. Staff develop children's social skills by making snack time a special and unique moment to foster conversational language. Children talk with one another and use excellent manners as they ask others for fruit that they would like to eat. Staff help children to use eye contact and use the names of others to initiate friendly talk. Children confidently participate in discussions about their day and what they look forward to.
• Children make exceptional progress from their starting points, particularly those with SEND. Staff use assessment information accurately. They design and develop the curriculum needs of each individual child and sequence their learning to build on previous successes to continually develop further. Children learn to recognise their names alongside their pictures as they hang up their coats. Later, they find their lunch place using only their name. Over time, children grow confident and begin writing their names with recognisable letters.
• Children have a deep love for reading books. They enjoy settling into comfy cushions and sharing books with staff. Staff take the time to talk about the illustrations with children and draw their attention to experiences or knowledge they already know that is related to the book. Children are enthusiastic as they discuss their own experiences, which further increases their engagement in stories. Staff support children with SEND with effective strategies, such as weighted blankets and fidget tools, which enables all children to listen and successfully engage in story time.
• Children's behaviour is excellent. Staff reinforce the setting's rules through meaningful praise. They tell children what they have done that is helpful, 'Thank you for putting your drink away.' Staff are alert to children's needs and any differences they have in their play. They model how to calmly negotiate and resolve conflicts calmly. Children listen and take responsibility to share with others.
• Leaders and staff have developed meaningful partnerships with parents. Parents appreciate the staff's proactive approach to their child's care and development. Staff communicate about their child's day and say that, 'support doesn't stop at the gate.' Staff regularly communicate with parents to let them know how their child is progressing. They provide written feedback about their child's development and discuss children's next steps and share ideas to try at home.