Poppets Pre School

What is it like to attend this early years setting?

Staff warmly greet children as they arrive happy and excited to begin their day. Children separate easily from parents and carers. They settle quickly at an inviting experience laid out as part of the setting's ambitious and broad curriculum.

Children are engaged and focused on their tasks. They carefully use tools to manipulate dough, discussing the different shapes they are making and what colours they would like to use. Children develop thinking skills as they problem solve the best way to stack large bricks to create a large tower, learning through trial and error.

The behaviour of children is good. Staff are positive facilitators of play. They help children understand the importance of taking turns and sharing resources with others. Children wait patiently for their turn for the pirate's eye patch and say 'thank you' when they are given it. Children understand the routine of the day, and this helps them feel safe and secure. When they hear the bell ring for registration, they stop what they are doing and go to line up.

Support for children with special educational needs and/or disabilities (SEND) is good. Staff recognise the importance of seeking early intervention for children. They liaise with other agencies involved in children's care to ensure a consistent approach in all areas of children's care, learning and development.

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

• Staff at the setting know children well. They understand what it is they already know and can do. They have appropriate next steps in place to help them achieve what it is they need to learn next. All children make good progress from their starting points and are well prepared for the next stage of their learning.
• Staff support children to develop a love of reading and books which helps develop their communication and language skills. Children enjoy looking at books independently as well as one-to-one with staff. Staff select a book of the week which ties in with the learning theme and provides a focus for developing language and retelling familiar stories. Children excitedly discuss what might happen next in 'Pirate Pete's Smelly Feet'.
• Staff are enthusiastic and get involved in play at children's level, helping them to further the narratives of their play and understand the rules of games. Staff demonstrate how to 'walk the plank' and swim away from the sharks. They use a loud pirate voice that has children captivated and laughing with surprise. Staff join in with children's races in the garden, helping them to understand to wait till the count of three before they begin running.
• Children gather all together at certain parts of the day, during registration to welcome everyone, and before transitioning into the garden. Children confidently and loudly answer their names as they are called out on the register. However, these sessions do not always meet the needs of all children. The group can be too large, and younger children struggle to sit for the required time and take part in all aspects. As staff remind them to turn around or sit up, it distracts the older children from questions being asked or information shared.
• Staff make good use of those within the local community to help children learn about the world around them and how to keep themselves healthy and safe. The setting has had visits from local police, fire fighters, and the dentist. Children and families are invited to share with others in the setting celebrations that are important to them. Parents can come in and share stories and songs in their home languages.
• Partnership with parents is good. Parents comment that they feel the setting has a 'special atmosphere' enhanced by the 'caring and nurturing staff'. Parents feel well informed of what their children are learning. They describe the progress they see them making, especially regarding the development of their speech and language, as they come home saying new words and singing new songs.
• Leaders are reflective. They regularly seek feedback to ensure they are meeting the needs of all those using their service. Where they identify concerns, leaders swiftly review the actions taken to ensure they are continuously improving their practice.

What the setting must and should do next

The provider should:

• consider how large group times are structured to ensure they meet the needs of all children within the setting.