RAFA Kidz Brize Norton Pre School

What is it like to attend this early years setting?

Children learn to be confident and independent at this pre-school. Staff support them to do things for themselves. Children are confident communicators who engage in many interesting conversations with staff. They are keen to share their learning and discovery with the staff team, who listen to and respond to children's needs and interests.

Staff build positive and lasting relationships with the children that help children feel secure and settled at pre-school. Staff provide praise and encouragement that supports children's emotional development. Children are happy and engage in purposeful play for extended periods of time. For example, children explore rice and water to create different textures, discovering what happens when they add water to rice.

Staff have created a range of spaces in the playrooms, which support all areas of learning. They gather information about children's starting points to plan and provide a range of learning opportunities that support children's next steps. Children make choices in their chosen play and particularly enjoy drawing and creating their own artwork based on previous experiences and learning. For example, children use a range of coloured paper to create their own fire engine pictures as they reflect on a recent visit from the fire service.

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

• Leaders have created a clear and ambitious curriculum that is planned around the interests of children and builds on what they already know and can do. Staff use observation and assessments well to provide the teaching children need to make good progress. Staff know the children well and can identify and discuss next steps in learning and development.
• All children, including those with special educational needs and/or disabilities (SEND) and from disadvantaged backgrounds, make the progress they are capable of. Staff have developed a calm and relaxing space that meets children's individual needs. Staff work well with parents and external agencies to ensure the best outcomes for all children.
• Children behave incredibly well. Staff set clear expectations of behaviour and model positive interactions with children that supports them in showing kindness and care towards their friends. Children engage and focus on their chosen play well. They are polite and considerate when turn taking to play with chosen resources.
• Staff use speech and language screening tools to identify children who need additional support. They read familiar stores with enthusiasm that engages children and encourages their love of books. Children develop strong communication and language skills.
• Children follow familiar daily routines and staff set clear expectations about what will happen and when. However, there are times of the day when routines are not as well organised to meet children's individual needs. For example, there are times when staff are preoccupied with tasks, such as applying suncream, and other children do not have enough support while they wait long periods for their turn. Some children, therefore, become restless and lose focus on their play and learning.
• Staff model positive behaviour through their interactions and conversations with children. They support children in turn taking during a water activity. For example, the children are exploring pouring water down guttering to move stones. Staff support children to wait their turn and engage them in observing what happens as the water is poured. They ask children about the shape and texture of stones to discover which ones move better through the water. Children help each other in collecting the water and take turns to pour it through the guttering.
• Leaders are keen to provide an environment that is inclusive. Their aim is for children from all backgrounds to feel welcome and benefit from the same opportunities. They complete regular meetings with the staff team to discuss and review practice. They provide the coaching, training and support staff need to help them build and develop their professional development. This supports staff's well-being and helps identify any training needs. Staff report they feel valued and enjoy working at the pre-school.

What the setting must and should do next

The provider should:

• enhance the organisation of daily routines so that staff can consistently offer all children appropriate support to meet their individual needs.