Pound Hill Pre-School

What is it like to attend this early years setting?

Children are full of enthusiasm and excitement when they arrive at pre-school. Children, including those who are new to the setting, are eager to see their friends and quickly settle with the support of their key person. Children are familiar with the daily routines, such as hanging up their own coats and bags. This helps to effectively enhance their independence skills.

Children enjoy investigating and are curious learners, which is demonstrated when they explore plants using a magnifying glass. Additionally, they eagerly chase the bubbles they make and are fascinated to see how far they travel. Children are polite and demonstrate good manners. For example, saying 'excuse me' when somebody is in their way.

Children learn about healthy eating, which is evident when they enjoy a range of fresh fruit and vegetables for snack. They spend long periods of time outdoors where they benefit from fresh air and enhance their physical skills, crawling through a tunnel and balancing on beams, for example.

Children successfully improve their early literacy skills. For example, they thread small pieces of card onto pipe cleaners, which successfully develops their pencil grip. Additionally, children enjoy looking at books,, which helps to improve their early reading skills.

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

• Staff provide a stimulating environment for children to learn and play. They plan a range of interesting activities that enhance children's learning across several areas. For example, children learn about oral health and develop their imaginations as they clean models of teeth with toothpaste and toothbrushes. However, sometimes, staff do not plan experiences to consistently promote learning for younger children when playing outdoors.
• Staff use a range of strategies to fully support the development of children's communication and language skills, including those who speak English as an additional language. For instance, staff use picture cards and signing to help children learn new vocabulary and remember words.
• Partnerships with parents are strong. Parents comment on how supportive and flexible staff are. They feel fully informed of their child's progress and enjoy using the online learning journal. Staff provide resources, such as a lending library, to encourage parents to build on children's learning at home.
• Staff use assessment well to help identify any emerging gaps in children's learning and development. They work closely with outside agencies to ensure children, including those with special educational needs and/or disabilities, get the extra support they need to make continued progress. This helps to prepare children well for their next stage.
• Children are supported well through times of change. For example, the manager carries out home visits to get to know children and their families before they join the setting. Additionally, a flexible settling-in process helps to ensure children feel safe and secure.
• Staff help children to independently manage their own personal needs. They encourage children to wash their own hands, such as before eating and on arrival. Older children take themselves to the toilet and wipe their own noses.
• Staff support children well to manage their own feelings. They use different resources, such as books and discussions, to help children understand their emotions and the effects their behaviour has on others. Children are beginning to learn about the wider world. However, there are less opportunities for children to learn about people beyond their own community who are different from themselves.
• The manager seeks the views of parents and children when identifying areas for improvement. For example, following feedback from children, staff have made the reading corner cosier and have improved the choice of books. This has had a positive impact on children, as they use the area to relax and listen to stories.
• The manager supports staff well with regular supervision sessions. She encourages staff to develop their professional practice and to enhance the learning experiences of children. There has been a change in the chair of the committee since the last inspection. The new chairperson is committed to giving the manager the support she needs to fulfil her role.

What the setting must and should do next

The provider should:

• review planning for outdoors to provide experiences to consistently promote young children's learning
• build on ways to further support children to learn about the similarities and differences between themselves and others.