Poppets PreSchool

What is it like to attend this early years setting?

Children are greeted warmly at the door by the manager, who is also the owner, each morning. They engage in conversations about what will happen in the day and separate from parents with ease. Children are secure and comfortable in the setting. They confidently and independently choose activities and resources that interest them.

Children follow pre-school routines well. For example, they tidy up when they hear a particular song being played. When the manager does a countdown from five, they know that they must sit down on a rug ready for group time. Children are confident to interact with staff, who support their language and communication. They learn to sign 'good morning' at the start of group times. Older children participate and practise the sign alongside staff. Younger children feel confident to ask for 'bubbles', 'bikes' and 'hula hoops' as their preferred activities outdoors.

The manager recognises the impact of the COVID-19 pandemic and has adjusted their curriculum to reflect this. Attention has been given to supporting children's personal and social skills so that they can grow in confidence as they explore their surroundings and environment.

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

• The dedicated manager and her team have an ambitious design for their curriculum and a desire to improve the outcomes for all children. They have a clear focus for what they want children to know and be able to do. For instance, children learn how washing their hands prevents the spread of germs. They know that germs on their hands can make them ill. Staff talk about the benefits of eating healthy food at mealtimes with children to help them understand the importance of making healthy choices.
• Staff read to children at different times during the day. Books and stories are available for children to use, one to one, with staff or as a group, to develop a love of reading. Younger and non-verbal children look at picture books and repeat familiar words. Older children enjoy stories and listen with concentration.
• Children demonstrate good listening skills and follow instructions well. For example, they successfully find musical instruments for their friends. Children sing familiar Christmas songs and nursery rhymes, which encourages language development.
• The manager works closely with the children daily and role models high-quality practice. She challenges the children during activities to develop their critical-thinking skills. For instance, the manager uses questions frequently that begin with 'I wonder…'. However, some staff have not developed their interactions to the same high quality.
• Staff know children well and respond to children's needs quickly, especially those with special educational needs and/or disabilities. They use their professional knowledge to recognise when children need extra help to develop their social skills. Staff ensure that they provide personalised support to those children who need it the most. For example, they use a sensory room and invite speech and language therapists to help children with speech and language delay.
• Staff always ensure that they engage children in purposeful play, especially during transitions. For example, while children wait for their friends to put on their coats for outdoor playtime, staff involve them in action songs to warm up. Children wriggle their fingers and pat their knees as they sing, which also encourages language development.
• Parents speak highly of the pre-school, referring to it as being 'like family'. They comment that they work in partnership with the staff and feel involved in their children's learning and development. Parents acknowledge that their children have settled well and that there have been noticeable improvements in their children's language skills and social confidence.
• The manager and staff team work well together. They share a positive and reflective approach to their work. Staff consider ways to enhance the quality of the provision and improve their knowledge and practice. They support each other, providing a calm and warm environment for children to play and learn in.

What the setting must and should do next

The provider should:

• strengthen conversations and interactions with children to deepen their knowledge and stretch their learning to an even higher level.