Pixies Pre-School Ltd

What is it like to attend this early years setting?

Children arrive at the pre-school eager to start their day. They quickly settle to an activity of their choosing. Children use their imagination as they play. For instance, they pretend to go shopping, filling the toy trolley and scanning their purchases. They get along well with one another and involve their friends in their play.

Opportunities for children to build on their physical skills are strong. Children enjoy using ride-on toys, moving enthusiastically around the dedicated space in the large hall. They persevere as they practise on the balance beam with staff support and encouragement. This helps them to develop their hand-to-eye coordination and strengthen their core muscles, preparing them for the next step in their physical development.

Children become independent and complete tasks for themselves. For instance, they take their coats off and change their shoes when they come inside from the garden. They open packets for themselves at lunchtime. Children understand the rules of the pre-school and confidently share these with others around them, such as during their daily group carpet time, where staff discuss the rules with the children. This helps children to stay safe as they play.

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

• Staff plan activities which interest the children. They know the children well and use the information they gather effectively. For instance, they plan activities based on the children's interest in minibeasts. Staff provide magnifying glasses and reference sheets for children to complete in the outside nature area. As a result, children are keen to engage in the activities on offer.
• Children behave well and follow the guidance of staff. Where children struggle to manage their feelings and emotions, staff respond sensitively, allowing children time to calm themselves. Staff gently encourage children to return to activities when they are ready. This supports children to develop the skills to manage their own behaviour and make their own decisions.
• Staff identify children's next steps and support these well. They differentiate activities to meet the individual needs of the children. For instance, they support younger children to develop their sharing and turn-taking skills as they mix play dough. Staff encourage older children to talk about the different shapes that they can see as they roll out dough and use cutters to create their work. This tailored approach helps each child to make good progress in their learning and development.
• Leaders and managers are reflective about the provision they offer. They have a clear vision for how they can develop the pre-school further. Staff feel well supported in their roles. They complete training which is relevant to their work and helps them to further strengthen their already good knowledge and skills.
• Partnerships with parents and other professionals are well established and purposeful. Parents comment positively about the care their children receive at the pre-school. Parents participate in developmental checks for children, alongside pre-school staff and visiting professionals. This collaborative approach provides children with consistent messages between pre-school and home.
• Staff carefully consider the arrangement of the learning environment. They ensure that there are opportunities for learning to take place both indoors and outdoors. For instance, they create a construction area inside and outside so that children can continue to build on what they already know and can do in all areas of the pre-school.
• Good quality interactions take place between staff and children. When staff sit with children, their conversations are meaningful and have a positive impact on children's language development. However, staff are sometimes too busy completing routine tasks, which limits opportunities for further meaningful interactions that build on children's good communication skills and learning even further.

What the setting must and should do next

The provider should:

• review the organisation of routines to provide staff with more opportunities to strengthen and extend children's learning and communication skills.