RISE Pre-School @ The Oaks

What is it like to attend this early years setting?

Children happily arrive at the setting and are greeted by warm and caring staff. Activities that children enjoy are provided, which helps them to settle quickly. Children's behaviour is good. They learn from an early age to take turns. For example, when using the magnifying glasses in the mud tray, children pass them around so others can see the pretend bugs in the plant pots. Children learn about the 'We're Going on a Bear Hunt' book, as they retell the story in the garden. They enjoy splashing in the puddles, swishing their hands in the grass tray, and delight as they play with the pretend snow. Children are inquisitive to feel a selection of textures. They learn to use their senses to understand and explore their activities and environment.

A well-established key-person system supports children to learn self-help skills. For example, older children put their own coats and wellington boots on. Staff teach good hygiene in terms of wiping noses and handwashing. Learning these skills helps children become independent and ready for school. Staff have a good understanding of the children's stages of development and have clear learning intentions for them. Learning is carefully sequenced, so that children can build on what they already know and can do. Children make good progress from their starting points.

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

• The management team have a very good knowledge and understanding of what they want children to learn and achieve. They coach and support staff, who work well as a team to provide children with a stimulating learning environment, both indoors and outdoors. Staff have a very good understanding of children's differences, which they use to meet their individual needs.
• Staff have developed new strategies for managing children's behaviour, such as introducing picture prompts and sand timers. They model good behaviour for children to copy. Consequently, children behave well and show respect to others. Staff support children to develop their personal, social and emotional skills effectively. Children form close attachments with staff, and they play alongside or cooperatively with other children.
• The manager evaluates the setting effectively and works with the team to consistently improve children's experiences. For example, the manager has taken steps to develop a new woodland area in the outdoor play area.
• Staff provide good opportunities for children to develop their literacy skills. For instance, children listen to stories regularly and talk about the characters they see in the books. In addition, staff link stories to other activities and use props to extend children's learning. Staff encourage children to make marks using a range of materials to help develop their early writing skills.
• Staff have recently attended training to develop their skills in speaking and listening to children. Staff support children to develop their communication and language skills well. For example, they ask questions to encourage children to talk about their play. Staff support children to increase their vocabulary and develop their understanding.
• Staff know the children very well, including those who need additional support. They observe them regularly to assess what they can do and to identify many of the skills they need to learn next. Planning focuses on any gaps in children's learning and experiences. Support for children with special educational needs and/or disabilities is good. Potential issues are identified early on, and external support and advice is sought when necessary. Parents are fully involved in the process.
• Staff provide activities to support children's problem-solving skills. For example, children build towers with construction toys. However, staff do not use numbers effectively to extend children's early mathematical skills.
• Staff provide children with small-group and whole-group activities, which focus on reducing gaps in their learning. However, sometimes younger children lose concentration and become impatient during group times, as the sessions are too long and complex.

What the setting must and should do next

The provider should:

• review the organisation of adult-led group times, to ensure that all children play a full and active part in all learning experiences provided to support their concentration further
• further extend children's understanding of numbers to develop their mathematical skills even more.