Preschool 345

What is it like to attend this early years setting?

Children arrive at the pre-school with smiling faces and are warmly welcomed by staff. They wave goodbye to their parents and carers and skip off to play with their friends. Children demonstrate their understanding of the staff's expectations as they pause their play and sit on the carpet, ready to listen as staff sing the registration song. They show that they feel safe and happy at this pre-school.

Children learn to lead their play as staff plan activities to encourage imagination and creativity. Children use crates, blankets and pretend bricks as they work together to build a house. Staff gently support children when they need help. Children play in the house they have created, pretending it is their home. They later exclaim, 'We're moving house!' and carry their building materials across the garden to build a different house. Children's friendships blossom as they learn to play cooperatively.

Children are supported to develop problem-solving skills when a balloon gets stuck in a tree. Staff ask children how they think they could get it down, encouraging them to think carefully. Children decide a broom would work. Staff ask, 'How shall we use the broom?' and children discuss various options. They work together to lift the broom until the balloon falls. Children cheer, and staff thank them for their help and ideas.

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

• Managers are focused on developing staff practice. They have introduced 'champion' roles for staff to become experts in specific areas of the curriculum. Staff state they feel empowered and enjoy developing their knowledge and understanding of their subject. They share their training experiences with their colleagues and use their acquired knowledge to plan activities which ignite children's curiosity and support their learning.
• The staff know the children well, including children who have only recently started at the setting. They understand children's starting points and interests and identify what they need to learn next. Staff observe and assess children's development and identify where they can support them further. They use additional funding to support individual children with sensitivity. This helps children to make good progress.
• Staff engage in meaningful conversations with children. They teach children new vocabulary and embed previously learned words. Children learn lots of different songs and enjoy listening to stories. However, children who speak English as an additional language do not benefit from hearing staff use words in their home language to further support their understanding and early communication skills.
• Staff plan experiences to enhance children's skills and learning. They host a local music and movement teacher weekly to teach children movement and dance and to learn about musical instruments. Staff have introduced a book-lending library to ensure all children can share stories with their families at home.
• Staff put routines in place to promote children's independence. Children learn to hang up their coats and belongings on arrival. The staff arrange the pre-school so children can access all suitable resources and make choices in their play. Children learn to wash their hands before eating and help themselves to a healthy snack. Without being prompted, they put leftovers in the bin before going to play. Children become increasingly independent.
• Staff create an environment which is nurturing and respectful. They help children to learn to celebrate their achievements. Children are encouraged to praise each other for their 'wow' moments and enjoy helping staff write praise for their peers on a paper leaf, which they add to their 'achievement tree' display. They take pride in their achievements and develop their self-esteem.
• Staff work in partnership with other settings to promote the best outcomes for children. They hold regular discussions and share assessments with childminders they share care with. Staff welcome feedback from schools where children will also attend. As children eat packed lunches at the pre-school, staff now plan activities for children to practise using cutlery, so they can learn to eat with a knife and fork when they start school.
• Parents value the information their children's key person shares in person and through an online journal. They feel well informed about their children's learning and say their child has come on leaps and bounds while at the pre-school.

What the setting must and should do next

The provider should:

• strengthen support for children to hear and use words in their home language to support their understanding and language skills.