Ramsbury Pre-School

What is it like to attend this early years setting?

Children flourish at this deeply caring and inspirational pre-school. Staff make each child feel special and an important member of the group. For example, they display photos of every child with pictures from home and information about what they enjoy and what is special to them. Staff refer to these frequently and children enjoy looking at and talking about them with their friends. Staff do not overlook anyone. They give quieter children time in smaller groups and offer gentle encouragement to build their self-esteem. Children are friendly, helpful and kind. They play together harmoniously. Behaviour is exemplary.

Children are eager learners. They relish challenge and show great persistence to find solutions to problems. For example, they discuss their 'plan' on how to hammer nails into a watermelon and then stretch elastic bands over the nails. They discover they can make 'melon soup' by bashing the melons with their hammers. They are delighted when they or their friends succeed. Skilful staff have high expectations for every child. They ensure all children make substantial progress in relation to their starting points.

Since the COVID-19 pandemic, parents no longer bring children into the pre-school. Staff provide a wealth of other inspiring ways to keep parents involved and help them to support children's learning at home even further. For example, they offer online support and out-of-hours workshops, such as on managing children's behaviour and on outdoor learning sessions.

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

• The inspirational headteacher of the pre-school recognises the value of her staff team. She focuses on looking after staff welfare and supporting their professional development. As a result, staff are highly motivated and are experts in teaching young children. They know what to teach and in what order. They make sure that children have learned securely before moving them on to the next stage.
• Children experience a rich and stimulating curriculum tailored precisely to their individual interests and learning. For example, several children are fascinated by a local installation of a giant model of the moon. Staff nurture their interest with related activities. Children ingeniously work out how to catch stars hanging just out of reach in the trees. Together they persevere by climbing a tree and using sticks, nets and crates until they triumphantly shout, 'I've caught one!'.
• Staff monitor children's development accurately. They consider the whole child, including their emotional well-being, as they plan what children need to learn next and what experiences would be valuable. Staff quickly identify children at risk of falling behind. They consult closely with parents and ensure children get the expert support they need to help them catch up. Children with special educational needs and/or disabilities progress especially well.
• Staff focus on developing children's confidence, independence and communication skills. They support children successfully with all these skills. For example, when sticking their name on the register tree, children gain confidence to climb a small set of steps independently so they can reach a higher branch. Staff have interesting conversations with children and share books, introducing unfamiliar words so that children become fluent speakers with an extensive vocabulary. Carefully planned small-group activities target children who need additional support.
• Staff involve parents fully in their children's learning. They use highly informative newsletters, meetings and secure social media to keep parents very well informed about what children have been doing. Staff meet with parents individually to discuss their children's development and advise on how they can support children's learning at home. This exceptional partnership contributes significantly to the outstanding progress that children make.
• Children develop a keen sense of identity and of belonging to their community and the wider world. For instance, they get to know a group of local older residents. The children write to them with interesting questions, such as 'what was your favourite toy?', and they are thrilled when the residents write back. Children choose some pre-school books to send to less-fortunate children in a refuge. They collect litter and plant flowers to enhance their environment. Children develop a sense of responsibility and empathy for others.
• Staff expertly teach children to manage the strong emotions they sometimes experience. For instance, they create a quiet space where children feel secure and calm, and children learn yoga and breathing exercises to help them. Staff are wonderful role models as they treat everyone with respect and kindness. Children quickly learn to make 'green' or good choices in what they do.