Rainbow Teddies Pre-School

What is it like to attend this early years setting?

Children are thriving at this warm, welcoming pre-school. Practitioners are thoughtful and attentive, and meet children's care and education needs well. Children are excited to arrive, happily leaving their parents and quickly becoming engaged in the exciting environment. Younger children's emotional needs are recognised well. For example, managers recognise that younger children arriving in the afternoon may find it overwhelming to enter the room where all the children who have been there all day are. They have their own entrance and space for when they first arrive, joining the larger group once they are settled. Children are very happy and relaxed.

The practitioners know the children very well and make learning fun and tailored to the children's interests. They consider the routine of the day carefully, to ensure children get uninterrupted time to play and learn in the space of their choosing. For example, children can go between the indoors and outdoors as they please. They have a morning snack in small groups, without having to pack up and leave their play for long. The practitioners are good role models, getting down to children's level and extending children's play to maximise learning. Children are making good progress in their development.

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

• Leadership is very strong at the pre-school. Practitioners feel supported and are happy. The management team are reflective, always looking at ways the pre-school could be improved to meet the needs of the current children. For example, they noticed that children were not engaging in the book area in an effective way. They removed many books and displayed them in a much more engaging way. Children now regularly visit the book area and look through books, both alone and with adults, supporting their early literacy skills well.
• Managers build strong links with the local community and shared settings to promote consistency of care and help children learn about their local area. For example, children go on walks nearby and local services, such as the police on horseback, stop by to talk with them and answer their questions.
• Practitioners are very kind and caring. They support children to communicate and learn new words. They show a real interest in what children are saying, looking at children and commenting on their every word. They praise children often, and write notes on rainbow-shaped paper when they have done something well, which they share with the group and with parents, supporting children to have high self-esteem.
• Children have many opportunities to develop the muscles needed for later writing. For example, they enjoy squishing and shaping play dough, squeezing paint from bottles. This helps to develop the small muscles in their hands. They confidently run around the garden, balancing and climbing, and stretch out their muscles in fun yoga sessions.
• Children are encouraged to be independent. However, this is not always consistent and, at times, practitioners do more for children than is needed. For example, children get their own coats and come to adults for help. Some adults encourage them to put the coats on themselves and do up the zip, while others do this for them. At snack times, children hand staff packets to open, and they do it, without always encouraging children to have a go first.
• Children with special educational needs and/or disabilities (SEND) are well supported. Practitioners work closely with parents and outside professionals, attending review meetings and incorporating ideas from professionals to support children's learning and to help them make good progress.
• Parents are very happy with the care and education their children receive. They say they know what their children are learning, and how they can support this learning at home. They are given ideas for healthy lunch boxes, and are encouraged to borrow books to take home from the parent lending library.
• Children's behaviour is very good. They are calm and confident and have a sense of belonging. They share and take turns and play well together. Practitioners guide and support them well, ensuring their needs are met.

What the setting must and should do next

The provider should:

• make the most of opportunities to consistently develop children's independence even further.