Plaistow Pre-School

What is it like to attend this early years setting?

The friendly staff ensure that all children receive a warm welcome as they arrive. Staff know children extremely well. They use this knowledge to help children feel happy and settled. This helps children to develop a sense of belonging. Children are fully prepared to start their adventurous day outside. For example, they proudly show staff their new mittens and talk about keeping warm. Staff support children to embrace the world around them. They use outdoor spaces so children can access learning in all weathers. Children have a fabulous time splashing in muddy puddles. They enjoy making creations with twigs, leaves and sand.

There is a hive of activity in the pre-school. Staff carefully plan activities and experiences to develop children's physical development. For example, children take part in weekly dance classes and football coaching. Staff use outside professionals to deliver specific sessions. Children thrive in the opportunity to practise their dance moves. They beam in delight when they use their 'pointy toes'. Children behave well. Staff have high expectations. They encourage children to share and take turns. For example, staff use lots of praise and value the importance of working together as a 'team'.

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

• The newly appointed manager is passionate about her role. She has a good vision for providing high-quality care and learning. She involves her staff team in reflecting on practice and the environment. Staff feel well supported and benefit from regular supervisions. This supports their well-being and raises their confidence. The provider did not follow the required process to notify Ofsted of a change in the committee members. However, there has been no impact on children's safety and welfare, as the provider has taken steps to ensure the suitability of committee members. Therefore, Ofsted does not intend to take any action on this occasion.
• Staff use every opportunity for children to become independent. For example, children enthusiastically wipe down the table in preparation for mealtimes. They work together to set out plates and cups. Even the youngest children learn new skills as they peel fruit and pour their own drinks. This supports children to develop the independence skills required for their futures.
• Children's physical skills are well supported. In the garden, children have many opportunities to climb and balance. This helps to develop their large muscles. Staff plan many specific learning experiences to support small-muscle development. For example, children use great concentration as they transfer small marbles into containers. This helps children to practise the skills they need for early writing.
• Staff are positive role models. They are respectful in their communication and interactions, which children observe and copy. Children are kind to each other. They play cooperatively in their chosen activities, such as in the mud kitchen. Children have a positive attitude to resolving minor conflicts by themselves. For example, they remind their friends that 'sharing is caring'.
• Parents are happy with the care their children receive. They appreciate the extra activities their children receive, such as football and dancing. Parents speak highly of the new manager and friendly staff. However, they are not always informed about changes to their child's key person. This does not support parents to form secure relationships with their child's main carer as promptly as possible.
• The special educational needs coordinator (SENCo) is knowledgeable about her role. She understands how to provide effective support for children and their families. The SENCo helps staff understand individual needs. This helps children with special educational needs and/or disabilities (SEND) to make good progress.
• The new manager and staff team have begun to create an ambitious curriculum. They follow children's interests to help children learn as they play. Staff use observations and assessments to track children's progress. The manager is currently supporting staff to develop their confidence in using what they know to plan for children's individual next steps in learning. Therefore, although children thoroughly enjoy the activities on offer, these are not always targeted as precisely as possible to reflect their individual learning needs. However, staff interactions are strong and children make good progress in their learning and development.

What the setting must and should do next

The provider should:

• enhance staff understanding of how to use their knowledge of what children know and can do to plan more precisely for their next steps in learning
• strengthen the way in which changes to children's key persons are communicated to parents.