Poppy Pre-School CIO

What is it like to attend this early years setting?

Children happily run into this caring pre-school that prides itself on having a family atmosphere. Warm and enthusiastic staff greet them. Children waste no time in exploring their surroundings, which shows that they are confident and secure. All children engage in purposeful play. Young children play with sensory equipment, such as bubbles, bubble tubes, sand and play dough. Older children engage for long periods with magnetic resources and imaginative play.

There is a strong literary theme throughout the setting. This includes the visual displays in each area and the many books and story props. Children talk to the adults and their peers with confidence and trust. Staff use sign language to emphasise words and reinforce rhymes. This supports children's vocabulary to develop quickly. Children get plenty fresh air and exercise in the open access garden. They delight in playing racing games and there are vehicles with wheels. This helps them to build their physical skills.

Their fine motor skills develop by gripping a variety of implements. They investigate the large walk-in sandpit or access a 'bubble wall'. Children help themselves to a small bottle of bubbles. They benefit from a sensory garden and a natural adventure area where there is a small pond containing frogs and newts. This supports children to find out about the natural world around them.

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

• Children chat and sing spontaneously. For example, while drawing rainbows, they burst into the rainbow song, and adults start a conversation about a rainbow's origins. This supports children to make connections and learn about early science. Staff skilfully extend children's thinking. For example, a simple painting activity becomes an opportunity to discuss colour choices, textures and patterns. All children, including those who speak English as an additional language, learn new vocabulary and descriptive language. However, staff do not prioritise interesting and ongoing ways for children to compare other people and cultures.
• Children keep trying and develop persistence. For example, during an activity where a child builds a trailer for his car, when a piece does not fit, the practitioner is encouraging. She uses phrases such as 'keep going', 'you can do it' and 'well done'. Children delight in their achievements, which supports the development of their confidence and well-being.
• Children have good attitudes to learning. They concentrate for lengthy periods on their chosen activity. Children mindfully move to different activities. They are careful with the resources. For example, children balance tea sets on trays and ask adults if they would like a cup of tea. They collect small counting bears then ensure that they count them out onto cards where others will not disturb them.
• The practitioners role model principles of care and respect to the children. This supports them to share with their friends. They tidy up with little prompting and take turns. Children choose musical instruments to play. They scream with delight as practitioners join them in doing the actions to their compositions. Children find out about musical terms when practitioners demonstrate how to make quiet and loud sounds. This helps them to develop their listening skills.
• Staff work closely with the school where the pre-school is based. The leaders liaise with the teachers to get children school ready. Staff assess what children already know and build on this in a highly effective way. This helps children to make good progress. Staff offer targeted sessions for children who are moving on to school.
• Managers supervise, monitor, and train staff systematically. This helps to strengthen their practice. The impact on outcomes for children is positive. Happy staff say that the managers support them well. Staff are very enthusiastic about the setting and work hard towards excellence in their practice.
• Parents are very happy with the pre-school. They report that their children make very good progress. Parents say that communication is strong. The setting uses a variety of means to tell them about their child. They call the setting 'amazing'. Parents say that children with special educational needs and/or disabilities (SEND) are identified and supported swiftly. They add that outside help is pursued with a sense of urgency.

What the setting must and should do next

The provider should:

• increase opportunities to strengthen children's awareness of the similarities and differences between people and cultures.