River Pre-School

What is it like to attend this early years setting?

Children thoroughly enjoy the time they spend playing and interacting with staff. They confidently explore the broad range of activities and resources that are purposefully organised to reflect their interests and needs. For example, staff place sensory activities close to the door to capture the interest of children who are reluctant to separate from their parents. Children also make extremely good use of the inviting reading area and well-equipped home corner. With the support of staff, children become motivated, independent learners. They work together to create complex role play games and enjoy the freedom to relax and look at books with a friend.

Children confidently use their evolving language to share information from home or to express their ideas. Throughout the pre-school, children learn to conduct lively back-and-forth conversations. They develop good social skills as they play cooperatively with others and learn to share and take turns. Staff place a lot of focus on supporting children's emotional well-being. For example, they make sure that each child understands what is going to happen next in the pre-school routine. This helps all children, including those with special educational needs and/or disabilities (SEND), to feel secure.

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

• The committee and management team share a clear aim to offer high-quality care and education to all children. Staff work together very efficiently as a team, sharing relevant information easily. Staff benefit from regular supervision meetings and opportunities to attend training to enhance their skills and knowledge. For example, they have recently used knowledge gained from training to more effectively promote all children's social interactions at lunchtime.
• The support for children with SEND is very effective. Managers and staff develop a comprehensive understanding of the unique needs of individual children. They work effectively with parents and other relevant professionals. This enables staff to ensure that each child's needs are considered well in the organisation of routines and in the planning of activities. Additional funding is spent carefully to enhance the experiences of the child for whom it is intended.
• Overall, staff plan a broad, interesting and suitably challenging curriculum. However, the focus on promoting children's artistic skills is not as consistently strong as other areas of learning. There are limited opportunities for children to explore different art materials and media and to create freely expressive artwork. In other respects, children's creativity is encouraged well. Staff provide good encouragement for children to use their imaginations and to make music.
• Staff provide a well-considered programme of physical activities. Children have use of outdoor spaces where they can run and use ride-on toys. They also have regular access to space in the neighbouring school, where they engage in more challenging active play. Indoors, children very enthusiastically join in daily music and movement activities. Over time, they develop good coordination and control.
• Staff very successfully support children to develop a love of books. Children concentrate for long periods as they sit with staff and enjoy a shared reading experience. Staff also organise events to promote children's understanding of the world. For example, children visit older members of the local community to sing songs.
• There are effective arrangements to promote children's health. Staff provide nutritious snacks and are vigilant in monitoring children's allergies and dietary restrictions. Children receive the support they need to develop good personal hygiene routines, such as washing their hands before eating.
• Partnerships with parents are good. Parents feed back positively about the progress their children make. They say that their children are very happy to attend. Staff share regular information with parents through daily discussion, written records and regular meetings.

What the setting must and should do next

The provider should:

• strengthen the curriculum for expressive arts and design to allow children to benefit from the same high-quality opportunities as for all other areas of learning.