Play B C Preschool

What is it like to attend this early years setting?

Children arrive eager and ready to start their day at the pre-school. They are pleasantly greeted at the door by staff. Children see the warm, positive relationships staff build with their parents when they arrive at drop-off and collection times. This helps children to feel at ease with the staff and supports their bonding with staff. New children are well supported to separate from their parents. Children are happy. They show that they feel safe, for instance, when they approach staff for comfort and reassurance.

Children benefit from the meaningful learning experiences that leaders and staff provide. This is because leaders and staff think carefully about what they want children to learn. Children's needs and interests are considered when staff plan learning experiences. For example, when children show an interest in making pizza, staff arrange a visit to the local pizza restaurant with the children and they learn about making pizza. This helps to broaden children's understanding and skills. Children learn a wide range of important new knowledge. For example, they learn to make and maintain friendships, develop their body coordination, and understand print. This helps them to be ready for future learning and school.

Children understand staff's high expectations for behaviour. For example, they confidently explain right and wrong behaviour through the use of green (good) and red (not so good) choices. Parents told the inspector that children use this learning at home with their siblings. Staff provide children with consistent emotional support and are constantly on hand to praise children's efforts and perseverance. Children feel valued and behave well.

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

• The manager has addressed the actions and recommendations from the last inspection. There is effective support for staff to help develop and maintain their knowledge and skills. For example, the team has accessed internal and external training. The manager has implemented supervision, coaching and monitoring of staff practice, which has enhanced the quality of teaching. This also supports staff's confidence and their ability to fulfil the requirements of their role.
• Staff ensure that health and safety requirements are effectively met during mealtime routines. Children know to sit at the table to eat during snack time and lunch. Staff ensure that they model these expectations well. For instance, staff all sit with the children while they eat and engage in conversations.
• Staff carefully organise and plan an ambitious curriculum that enables children to continually build on their knowledge and skills. They review children's learning and complete the required assessments, such as the progress check for children aged between two and three years. This enables staff to identify and plan good levels of support to address any emerging gaps in children's development. Consequently, children are ready for the next stage in their learning and school when the time comes.
• The manager has implemented effective support for staff to develop and understand behaviour strategies for children. Staff have high expectations for children's behaviour and conduct. For example, staff provide children with consistent guidance to help them learn how to regulate and manage their own behaviour. They identify when early support is needed and any issues are quickly addressed. There is a secure key-person system. Children know who to turn to should they need reassurance or support. Interactions between staff and children are warm and genuine.
• Overall, the organisation and routine of the day is effective. However, at times, staff do not give children enough time to finish their play before tidying up. This does not help children to understand when an activity is coming to an end and another is about to start to ensure a smooth changeover.
• The curriculum to support children's personal, social and emotional development and communication skills is evident throughout the setting. For example, children and staff interact very well as they play with coloured rice. Staff help children to talk about their feelings and to understand choices. They encourage children to use their words to express their needs appropriately. Staff introduce different vocabulary, such as 'special', 'squash', 'flatten' and 'knead', as children make their own story characters out of dough. Children talk excitedly about what they are doing.
• Children with special educational needs and/or disabilities (SEND) are supported well by staff. The special educational needs coordinator (SENCo) ensures that they make effective links with specialist professionals. Additional funding to support children is appropriately used. This is monitored to ensure children achieve good outcomes.
• Staff encourage children's independence. For example, older children confidently manage their personal needs in the bathroom and wash their hands. They put on and take off their own coats and boots. Younger children are guided by staff who help them understand what to do.
• Children enjoy playing in the garden, riding tricycles and scooters. They play ball games with staff, competently balancing and coordinating their body. They plant fruits and vegetables, such as potatoes and watercress, and watch them grow. Children learn about the different insects and animals they can find in the garden, such as squirrels, birds and snails. However, support for learning is not consistent. On occasion, staff do not take the time to understand what children are exploring and help them to extend their learning.
• Parents are complimentary about the quality of teaching and care provided. They comment that they are very happy with the staff and the service. Parents describe strong partnerships with their child's key person. They know about their child's development through regular information sharing in both face-to-face meetings and on the online app.

What the setting must and should do next

The provider should:

• develop the routine in place further to support a smooth change in activities and help children understand expectations
• help staff to understand and identify when children are engrossed in play and how to use these opportunities to extend what they are learning.