Ringstead Robins Cio Preschool

What is it like to attend this early years setting?

Children are warmly welcomed on arrival and quickly settle to play. They are excited to see their friends and eagerly run up to them and staff to say hello. Children show confidence as they choose what they want to do during the session. They engage in relaxed conversations as they play. For example, children show their friends how they use the rolling pin to 'squash' marshmallows during a play dough activity. This prompts others to find a rolling pin, eagerly saying, 'I want to do that too!'

Children listen to staff as they gently remind them about being kind to one another and encourage them to share. Children know what is expected of their behaviour and say 'caring is sharing' as they pass different-coloured paint pots to their friends. Children benefit from the staff's positive involvement in their play. Staff know what learning they want children to achieve from the activities. For example, as children use scissors, they remember how to hold and use them safely from the previous demonstrations and discussions they had with staff.

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

• The manager is extremely supportive of her staff, who work well together. Staff work in a reflective way as they continually evaluate the activities they provide and respond to children's interests and needs. Staff are familiar with the curriculum intent and are confident to discuss what they want children to learn from each activity.
• Staff know the children well and quickly identify where each child is in their learning. They endeavour to extend children's learning as they play. Children enjoy exploring slices of fruit and fruit tea bags in the water tray. Staff talk to them about what they are doing and extend children's vocabulary as they use words such as 'citrus' and 'grapefruit'. However, staff do not always fully support or extend children's deeper thinking and problem-solving skills. For example, staff share out the resources rather than encouraging children to think about how to do this for themselves.
• Staff are successful in engaging children in new activities, and children are excited to see what is on offer. For example, they feel objects that are wrapped up to conceal what they are. Staff ask questions about what the children think the objects are. However, sometimes, staff speak very quickly to children and give them lots of information in quick succession. This results in children sometimes not knowing what to do or how to respond.
• Children take part in activities that widen their knowledge and experience. Staff speak with parents about the experiences children have had and plan discussions and activities to help children recall and learn further. For example, children talk about their travels, holidays and outings. Parents speak highly about the pre-school and comment on how well their children are doing since they started.
• Staff have a consistent approach to helping children to begin to recognise and manage their own feelings. Children are curious and interested in activities, and they show sustained periods of concentration as they play. For example, children become deeply involved in 'baking' pretend cakes with play dough. Staff extend children's vocabulary and understanding about the world. Children listen and respond to staff when they ask them about the ingredients that may be in the cakes.
• The staff at this small pre-school support children's well-being effectively and help them develop a sense of belonging. Children are confident to have detailed conversations with staff, recalling previous events from home and retelling their favourite stories. Children learn to be independent. They hang their own coats and bags on their peg and know where to find their toothbrushes after lunch. They clean their teeth enthusiastically and talk about the 'minty' taste when they have finished.

What the setting must and should do next

The provider should:

• improve staff's skills in extending children's deeper thinking and problem-solving during play
• improve staff interactions with children to ensure children are not given too much information in quick succession so they understand what is expected of them and they are able to consider and give their responses to questions.