Poppets Pre-School

What is it like to attend this early years setting?

There is a well-thought-out and ambitious curriculum in place at the pre-school that is adapted according to the needs of the children attending. Staff work closely with parents to ensure that they have relevant information about children. This allows staff to plan appropriately for children's development. Children spend extended periods playing with the activities they have chosen and can lead and develop their play. Staff use their interactions during these times to promote the next steps in children's learning. Effective procedures for tracking children's progress are in place. This means that gaps in children's development are recognised and acted on. Staff seek support from external agencies where appropriate. As a result, all children, including those with special educational needs and/or disabilities, make good progress.

Children have formed strong bonds with staff and they smile and laugh with them during play. Staff treat the children with kindness and respect and are good role models. They encourage and praise children throughout the day. Children play well with each other and have formed friendships. They are kind, considerate and polite to one another. For instance, young children recognise when their friends are upset and hand them toys they know will cheer them up. Older children chat together as they play, recalling what they did during the school holidays.

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

• Since the last inspection, the management committee has ensured that it has a secure knowledge of the requirements to ensure that all committee members are deemed suitable by Ofsted.
• Staff have high expectations for children's behaviour and have implemented positive behaviour strategies. When children need to be reminded about the rules, the reasons behind them are explained. This ensures that children understand why the rules are in place and learn how to self-regulate their behaviour. As a result, children know what is expected of them and are well behaved.
• Mathematical concepts are introduced to the children. For example, when making gloop, staff encourage the older children to predict the number of scoops of flour they will need. Children then count as they add each scoop. Younger children sing songs that include mathematical language. They use props that the staff encourage them to count as they sing. Staff use time-related language. For instance, when children ask when it will be lunchtime, staff tell them the time they eat lunch and how many minutes away that is.
• Children's communication and language skills are promoted well. Staff explain the meaning of new words, such as 'kneading', to young children. Children have plenty of opportunities to develop their language skills through songs and rhymes. The older children are skilful communicators and confidently express their thoughts and needs to the staff and each other. Staff have meaningful conversations with children. They use these interactions to provide information to deepen children's knowledge and understanding. On occasions, staff do not consistently use questioning techniques that encourage children to develop their thinking skills even further.
• Children have opportunities to practise their gross motor skills in the garden. They enjoy using the hoops in different ways. Children roll them down the hill, spin them around their waists, and jump from one to another. They develop their ball skills as they throw and kick the balls to each other and the staff.
• Parents speak highly of the pre-school. They are kept informed about their children's development and are involved in discussions about the next steps in their child's learning. Parents report that their children have made good progress in their development since starting at the pre-school and are happy to attend. Staff offer effective support and guidance. For example, they help parents with their children's eating issues and give advice about the funding they can apply for.
• The manager is committed to providing high-quality care and education. Staff receive support through regular supervision and are offered regular training opportunities. Staff morale is high and teamwork is effective. This means that children are cared for by happy and motivated staff.

What the setting must and should do next

The provider should:

• support staff to develop their questioning techniques further to extend children's thinking skills.