Ring O' Roses Pre School

What is it like to attend this early years setting?

Children arrive at the setting with confidence and excitement. Practitioners greet them, having developed strong bonds with them. Children sit for a welcome song, discuss the day ahead, and share their news. Practitioners teach children about the weather and the days of the week. Children recognise that it is hot and sunny outside and say it is 'Thursday' today.

Practitioners offer a balanced curriculum. This helps children develop the skills they need for future learning. Children are very independent and know what they want to learn. They ask for help when needed. Practitioners also encourage children to tidy up before going outside for playtime. Children thrive outdoors, for example, as they explore sea creatures in the water. They scream, saying 'the shark is coming,' hiding the other fish away.

Children form close friendships with peers and enjoy playing together. They take part in group activities, including storytelling and circle time. Practitioners help them listen and respond to one another. Children respect others. They share resources and learn to wait their turn for activities. They enjoy sharing snack time with friends. Practitioners educate children about growing fruit and vegetables. This prompts children to have interesting discussions about where their food comes from.

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

• Practitioners organise their learning environment well. Children role-play in the home corner and learn about food from around the world. They dress up in costumes from different cultures to learn about diversity. Furthermore, children explore celebration days that hold meaning for them throughout the year. Practitioners build friendships among children and families by hosting sports days in a local park. They take children to the local shop where they experience buying food for snacks. This helps children understand their local community. It also boosts their confidence in new situations.
• Practitioners ensure children have fun while learning. Planning considers what children enjoy and captivates these interests in their play. Children use their physical skills to climb and balance in the garden. They model dough and discuss the shapes they have created. Children complete puzzles using excellent problem-solving skills. However, practitioners sometimes miss opportunities to engage with children and enhance their learning further.
• Children, including those with special educational needs and/or disabilities, make good progress in their development. Practitioners partner with families and professionals to create effective support plans for children. This ensures children gain valuable learning experiences that enhance their development and wellbeing.
• Practitioners manage transitions well. They organise settling-in sessions for children tailored to individual family needs. This is especially important for families with English as an additional language. Practitioners build strong relationships with their key children. This helps them feel safe and secure in the setting. Also, practitioners connect with local schools to share information before children move on to these.
• Parents speak with enthusiasm about the setting. They feel involved and supported as partners in their children's learning. They discuss the strong connections practitioners build with their children. They also share how happy they feel in this environment. Parents say their children are ready for school and have made good progress. Children thrive and are ready for the next stage in their learning journey.
• Children handle their hygiene routines well. They know it is important to wash their hands before meals. They enjoy mealtimes where practitioners teach them about healthy food choices. Children discuss their favourite vegetables and say, 'Carrots are good for us.' Children share, are polite to each other, and generally behave well. However, practitioners sometimes fail to reinforce behaviour boundaries. As a result, and at these times, children are not best supported to understand expectations.
• Management is good. Leaders place a high value on the well-being of practitioners in the setting. They conduct regular staff supervisions and observe practitioners to assess the quality of teaching. Leaders access training to improve education within the setting. Additionally, they work in partnership with local early education advisors. As a result, children make good progress in their development and learning.

What the setting must and should do next

The provider should:

• ensure practitioners use every opportunity to extend children's development and learning during structured and spontaneous play
• develop consistent behaviour management techniques that support children to learn how to manage their behaviour.