Playdays Pre-School (new Cio)

What is it like to attend this early years setting?

Staff warmly welcome children into the pre-school and children happily join their friends to play and explore the wide range of activities on offer. Staff prioritise children's well-being and get to know them well. This enables staff to plan a curriculum that follows the interests of children and builds on their learning very successfully.

There is a strong sense of community in the pre-school. Children benefit enormously from regularly getting together with other members of their local community. For example, adults who meet regularly in the community centre were delighted to be joined by the children for an Easter Bonnet event. This helped children to develop their social skills, while finding out about the lives of others in their local area.

Children follow familiar routines and show good levels of emotional security. Staff skilfully teach them how to talk about their feelings, for example through sharing books. Children make thoughtful comments about how the characters might feel happy or sad, and confidently explain their own experiences. This supports their understanding of how to behave well and show kindness to others.

Staff continued to support families throughout the COVID-19 pandemic. They provided activities and resources for children to use at home and enjoy with parents.

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

• The manager and staff work together as a highly committed team. There is good support for professional development and staff well-being. The manager values the many skills of the enthusiastic staff and encourages them to share their good practice. This contributes significantly to good progress children make.
• The manager and staff understand how children learn. They use their knowledge effectively to plan experiences that build on what each child needs to learn next. Children enjoy leading their own play and staff also provide small-group activities that engage all children and promote their communication and language skills well.
• Parents are very complimentary about the pre-school. They particularly appreciate the efforts of staff to include them in their children's learning. This includes regular discussions about children's progress. Staff encourage parents to let them know what children achieve at home, and then celebrate this in the pre-school. Children develop a sense of pride and become confident learners.
• Staff are skilled teachers. They provide exciting activities that inspire children's imaginations and curiosity. For example, children enjoy mixing potions for the
• 'Colour Monster' they have seen in a story. They carefully use scissors to cut petals and leaves, comparing shapes and sizes and developing their mathematical language. Children are eager to mix glitter and pour water, enhancing their manipulative skills. Staff play alongside children and make suggestions to encourage their imaginary play. However, they do not consistently make the most of opportunities to encourage children to experiment and follow their own ideas.
• Staff monitor children's learning and act quickly when they notice that children need extra support. The manager uses funding effectively. For example, she provides additional staff time to support children to meet their individual learning needs. The special educational needs coordinator gives good support to staff to provide plans for children. She works in partnership with other professionals to ensure all children make the progress they are capable of.
• The manager and staff evaluate the pre-school continually. They work hard each day to create a rich and vibrant environment for children to explore. Staff consult parents, and children form a council to say what activities they would like staff to provide. The manager and staff know the strengths of the pre-school and continue to make improvements. For example, they are extending the outdoor space for children to enhance their understanding of the natural world.
• Staff form effective partnerships with local schools to enable children to become ready for moving on in their education. For example, pre-school staff use the same approaches as the schools to support children with early reading skills. There is a focus on encouraging children's independence, so they can manage their own self-care. This helps children to enjoy school life with confidence and self-assurance.

What the setting must and should do next

The provider should:

• support staff to develop their interactions with children further to encourage them to experiment, follow their own ideas and extend their problem-solving skills.