Preston Brook Preschool

What is it like to attend this early years setting?

Leaders create a warm, nurturing and inclusive setting in which all children can thrive. Leaders and staff take the time to get to know the children and their families. This enables them to create bespoke plans that help children to grow and develop. In addition, this helps children to feel safe and secure. For example, children happily go to staff for reassurance when there are new people in the room. Staff provide a wide range of activities to encompass significant events, such as Easter, Diwali, World Kindness Day and Remembrance Sunday. This enables children to learn about their community, tolerance and the cultures and beliefs of others.

Leaders and staff are positive role models. They help children to understand the setting's rules and explain why they are in place. As a result, children develop an awareness of their own safety. For example, they remind staff that they cannot use one of the wheeled resources, as it is broken. They work with staff so that it is placed in a safe place.

Staff have aspirations for children and want them to succeed. They know when to step in to provide additional support. For example, staff provide guidance on how to use the pot stilts. Children persevere at tasks and beam in delight when they succeed. This gives them confidence in their own abilities. Children are encouraged to be independent. They hang their coats up, help to tidy up and enjoy carrying out small jobs. These simple tasks help all children, including those with special educational needs and/or disabilities (SEND), develop the skills and knowledge that they need to build a strong foundation for future learning.

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

• Strong leadership and management oversight helps maintain the good standards of care and education provided. Leaders place great emphasis on staff well-being, training and support. Staff are supported well through supervision meetings and training opportunities. Consequently, they understand their roles and responsibilities.
• Support for children with SEND is a key strength. Leaders and staff work with parents and professionals to monitor and assess children's progress. They make referrals to other agencies when they identify gaps in children's learning. These timely interventions and good partnership working significantly enhance children's learning and development.
• Leaders and staff have created a carefully sequenced and balanced curriculum. Staff are aware of the next steps in learning for children and how to achieve them. This knowledge enables staff to provide a range of activities and experiences that ignite children's thirst for learning.
• There is a focus on supporting children's communication and language. Most staff repeat set phrases and use signs to help children engage in conversations. However, this is inconsistent. Occasionally, children are on the periphery of discussions and do not have the opportunities to fully engage, and they wander off. This does not help them to acquire new vocabulary or take part in two-way conversations.
• Songs, rhymes and stories are a fundamental part of the day. Children relish the opportunities to sit and read a book with staff. They talk animatedly about a favourite book, such as 'The Gruffalo', and retell the story to their friends. This shared love of reading encourages children's understanding of early literacy.
• Leaders and staff plan ways for children to continually develop their small- and large-muscle movements. Children show determination as they walk across the raised balance beams. They use tools such as pipettes to drop water with increasing control. Children press, squeeze and mould dough, which helps to develop the muscles in their hands needed for writing.
• Staff engage children in discussions about healthy eating and encourage them to try new foods through nurturing encouragement. They discuss the importance of eating a healthy diet and link this to promoting good oral health. These experiences help children in forming healthy habits for their future.
• The support for children's emotional health and resilience is impressive. Staff provide children with the tools they need to express how they are feeling. Children ask staff for support when needed or seek help for a friend, 'as they look sad'. Ultimately, children show high levels of empathy and compassion for others.
• Effective relationships with parents have a positive impact on children's learning and development. For example, parents and extended family members come into the setting to read and bake with the children. Leaders share ideas with parents, such as reading stories at home with their children. This helps to extend children's learning.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of how children acquire language so that they make best use of the learning opportunities provided.