Redbridge Preschool

What is it like to attend this early years setting?

Children happily come into pre-school and settle quickly. Staff know their key children really well, and they build strong attachments with them. Children eagerly seek staff out for a cuddle when they need reassurance. This helps them feel safe and secure at pre-school. Staff have high expectations for children's behaviour. During registration each day, children remind each other of the 'golden rules' and the reasons for them. For example, they eagerly shout 'shut that door' to remind themselves to keep the toilet door closed for privacy.

Children learn different ways to keep themselves healthy. For example, they take part in gymnastic-style activities. Staff talk to children about the importance of cooling down and drinking lots of water to keep themselves hydrated after they have exercised. Children learn how to look after their teeth as they brush their teeth daily at pre-school. Staff provide families with support around oral hygiene as and when needed.

Children enjoy racing 'ducks' down guttering pipes as they talk about which will be the fastest. Staff support them in taking turns as they play with the ducks. Staff help children develop a love for reading as they read stories to them. Children excitedly ask for their favourite stories over and over again. They then retell the stories to their friends as they look at books independently.

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

• The manager has clear aims for the curriculum, which focuses particularly on children's personal, social and emotional development. For example, staff work on developing children's confidence and self-esteem. However, staff are not consistently clear on what the overall aims of the curriculum are. This means, at times, they do not precisely focus their teaching and planned activities to meet the aims of the curriculum.
• Children with special educational needs and/or disabilities (SEND) are supported well by the pre-school SEND coordinator. She plans a range of activities to meet the specific needs of children and to support them with their next steps in learning. For example, children develop their listening and attention skills through 'bucket time'. They excitedly sit and watch the different objects from the 'bucket' with fascination, and their achievements are then celebrated by staff.
• Children, including children with SEND, make good progress in their learning and development. However, there are times when children who are more capable do not have their learning extended further during activities. This means, at times, teaching does not build even further on what they know and can do.
• There are good partnerships with parents. They comment that their children enjoy pre-school because of the staff who are 'lovely, friendly and kind'. Parents feel that they are well supported and that they can ask the staff for advice as and when needed. Staff provide parents with ideas on how to support their children's development at home as well. This helps to support children's learning further.
• The staff have developed strong partnerships with other professionals involved in children's care. For example, they have developed partnerships with the other settings that children attend. This helps develop consistency in children's learning and development, such as by discussing children's next steps in learning together. Additionally, they work well in partnership with SEND professionals to provide the support children need.
• Staff teach children to become curious learners, and they plan activities to ignite their interest. For example, children take part in a regular science club to develop their understanding of the world around them. This also supports their speech development as it provides the opportunity for open-ended questions and discussions.
• The manager recognises the experiences that children may not have and ensures she plans for them within the setting. For example, children often do not have easy access to a garden, so she ensures there is the option to play outside for most of the day. This helps develop children's physical skills as they run, jump and climb in the garden.
• Staff have regular supervision meetings with the manager. She uses these as an opportunity to discuss staff's well-being and ensure their workload is manageable. The manager also discusses performance targets with each member of staff during these meetings. This helps to raise the quality of teaching further.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the curriculum to ensure they are consistently clear on the overall aims for learning
• develop the planning of activities further to ensure that the older and most able children are provided with further challenge.