Putnoe Woods Preschool

What is it like to attend this early years setting?

Children of all ages enjoy the time they spend in this friendly setting. They are welcomed by enthusiastic staff, who provide a positive start to the day in this stimulating and inviting environment. Children remain thoroughly engaged in age-appropriate activities that support their interests and development. For example, babies sing nursery rhymes while exploring cooked pasta in a sensory activity. Toddlers discuss the different insects they find hidden in trays of soil. Pre-school children are encouraged to explore the different colours they can create in a painting activity.

Children demonstrate that they feel safe in the environment. They form close bonds with the nurturing staff. Babies cuddle up to their key persons when tired and hungry. Toddlers are comfortable seeking out staff and asking for support when necessary. Pre-school children enthusiastically explore their environment. They confidently follow daily routines and support those who are new to the room to settle well.

Children with special educational needs and/or disabilities are well supported in the pre-school. Staff work closely with carers and other professionals to gather a deep understanding of children's needs. They carefully plan an environment that provides appropriate learning opportunities and supports children's well-being. This supports all children to make good progress from their starting points.

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

• Children of all ages demonstrate high levels of confidence. They engage well with visitors, enthusiastically inviting them into their play. For example, toddlers encourage visitors to join in their outdoor tea party. Pre-school children proudly show off the rocks they have been painting, discussing the various insects they have created out of them.
• Children's transitions through the pre-school are well supported. They spend time with their key persons in their new environments before progressing permanently. This supports children to settle well and continue making good progress in their learning.
• Managers and staff are aware of children's individual circumstances. They communicate well with parents to gather detailed information about children's early experiences. Staff use this knowledge to provide a wide range of exciting learning opportunities. For example, children enjoy taking trips to nearby shops on the bus. They visit local woods and explore the various creatures that live there.
• Children of all ages behave well. They are considerate towards one another and cooperate well in activities. For example, babies take turns exploring sensory books during interactive story sessions. Older children share resources well in a baking activity. They pass the mixing bowl round, ensuring everyone gets a turn, and help their younger friends to complete tasks such as weighing and measuring ingredients.
• Children are developing skills to keep themselves and others safe. Staff support children to identify and manage risks in their play. Toddlers are encouraged to discuss possible hazards in the garden area. They form queues for play equipment, explaining how this keeps everyone safe. In the pre-school room, staff use age-appropriate story sessions to explore safe and appropriate behaviour around strangers.
• Staff provide high-quality opportunities to support children's language development. Babies delight in identifying toy animals they find hidden in boxes and mimicking the sounds they make. Toddlers describe the fragrance of different-flavoured teas they make in a sensory activity. Pre-school children regularly engage in small-group activities. Staff encourage them to take the lead in conversations, developing their confidence in using new vocabulary. However, on occasion, staff in some rooms do not model correct language.
• The management team has rigorous recruitment and induction processes in place. This ensures staff are suitable and have completed all essential training prior to starting in the setting. The manager conducts regular appraisals and supervision sessions with all staff. This helps to identify additional training opportunities and support staff well-being. However, methods of coaching are not yet robust enough to enable staff to consistently identify areas to improve their practice.

What the setting must and should do next

The provider should:

• support children's communication skills further by ensuring staff across all rooms consistently demonstrate a good understanding of the English language
• enhance methods of coaching and mentoring to support staff to identify areas to improve their practice and further raise the quality of their teaching.