Poppet's Pre-School

What is it like to attend this early years setting?

Children develop strong, nurturing relationships with staff at this warm and welcoming pre-school. Children arrive happy and are keen to explore the activities on offer. They have a positive attitude to learning and show high levels of enjoyment and curiosity. Staff have high expectations for all children. The curriculum provided offers challenge and stimulates the interests of all children, including children with special educational needs and/or disabilities (SEND). For example, staff use activities to develop children's listening and attention, such as 'Bucket time'. Children are keen to get involved in the activities on offer and show positive attitudes to learning.

All children behave well. They learn to take turns and share the resources. Children learn to identify and manage their feelings with sensitive support from staff. Children have good opportunities to develop their physical skills. For example, they eagerly join in activities to develop their large muscles, balance and coordination as they design the obstacle course in the garden. Children are confident and are motivated to learn and develop skills needed for the next stage of their learning.

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

• An ambitious communication and language programme is embedded in the curriculum. Children make good progress, bridging gaps in learning. Staff create an environment rich in language, introducing new vocabulary through the weekly word bank. As a result, children become confident communicators.
• The manager and staff work in close partnership with parents and other professionals to support children with SEND. Parents comment that the setting's 'approach to inclusion is to be admired'. The staff carefully consider strategies to support children with SEND and ensure these strategies are implemented into their individual learning plans. Consequently, children with SEND make the best possible progress.
• Children are curious and interested as they enjoy exploring their environment. They make choices in their play, as well as enjoying adult-led and group activities such as story times. However, on occasions, staff do not fully consider how to support children to remain highly engaged, to enhance their learning.
• Children's independence is encouraged well. For example, they are supported to find their own coats for garden time and to remove all wrappers and packaging in their packed lunches. Children are confident to approach staff for help if needed. Staff offer praise for their accomplishments, which raises children's self-esteem.
• Staff introduce mathematical language into children's play and learning. Children enjoy counting scoops as they fill different-sized bowls with porridge. They make beds from boxes for Goldilocks and the different-sized bears. Staff ask children which bears are the biggest and smallest as they use props during the familiar story. Children discuss how much to fill bowls for the pet rabbit's food. As a result, children become confident to use mathematical language in their play.
• The manager and staff prioritise the use of additional funding to support children's developmental needs and reduce any differences in their learning. For example, children benefit from lots of individual support and small-group work in a quieter environment. Visual aids have been incorporated to help children with routines and their understanding of what is happening now and what will happen next.
• Partnership with parents is strong. Parents speak highly of the pre-school. They comment that the staff are nurturing and compassionate and that their children thrive in a safe environment. Good communication ensures that parents know what their children can do, what they will be learning next and how to support their learning at home.
• The manager is a very strong motivational leader. She has a sound understanding of how to make improvements in the pre-school for children. She can identify areas she could improve further and celebrates the staff's strengths to improve practice, to benefit children. Staff speak very highly of how the manager supports their professional development. They receive regular supervision sessions and training. Staff feel supported in their role.

What the setting must and should do next

The provider should:

• review group activities to support children to fully engage, to enhance their learning further.