Robins Nest Community Preschool

What is it like to attend this early years setting?

Children enjoy coming to the setting, which has a welcoming and friendly feel. Staff develop positive relationships with children and include them in making decisions during the day. For example, children are asked what they would like to play with or which piece of fruit they would like from the basket. This helps children to feel valued and important.

Children's behaviour is positive, and staff are skilled at gently and patiently encouraging those who may need reminding how to behave. For example, a large sand timer is used to demonstrate how much outside time is left before it is time to pack away and come inside. This helps children to understand what is coming next.

The curriculum is ambitious for every child and staff use careful observations, along with information from parents, to develop activities and experiences that help children progress with their learning. For example, children show a keen interest in building, so staff provide soft bricks and wooden tracks to encourage children to practise their concentration and fine motor skills. This helps to keep children interested and engaged in their learning. All children are encouraged to join in with the available activities. Staff are inclusive and nurture children with special educational needs and/or disabilities to access all activities and experiences within the pre-school.

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

• The curriculum is well sequenced to support children's learning. Staff are clear about why they are offering an experience and what the children will learn. For example, pallets in the garden are available to climb on. This is to help build their core strength and improve their ability to ride a balance bike.
• Overall, children benefit from good support to master new skills and to begin to complete tasks to support their self-help skills. For example, they cut their own fruit at snack time. However, not all staff recognise opportunities that arise to encourage children to attempt to do things for themselves. As a result, there is some inconsistency in what the support staff provide to promote children's independence
• The pre-school encourages a love of books. For example, there is a 'borrow a book' box by the front door, which is available for all families to enjoy. Parents say this really encourages a love of reading at home. This helps families to support their child's listening and concentration skills.
• Parents say that staff keep them up to date with what their child has been learning. They also feel supported with helpful advice on toileting and behaviour. This helps to ensure consistency for children, both at home and pre-school.
• Staff plan a range of local outings to help children learn about their community.
• For example, they walk to the local post office to buy stamps for their letters and go to the park and local woods. Staff use these opportunities to teach children about road safety. This helps children to understand how to keep themselves safe.
• Children are encouraged to be curious. For example, staff bring in pumpkins for the children to explore, which starts a conversation about the seeds inside. Children share ideas about how to open the pumpkin and what colour the inside might be. This helps children to think critically and develop their communication and language skills.
• Leaders have a clear vision for the pre-school and plans are in place to enhance and improve the opportunities provided for children. Staff feel well supported and the whole team is involved in providing ideas and suggestions for improvement. This makes everyone feel valued and part of the team.
• Leaders support staff to keep their knowledge up to date. All staff understand the importance of training and they complete courses. This means that practice is constantly being reviewed and developed.

What the setting must and should do next

The provider should:

• monitor and support the staff team to be more consistent in promoting children's independence.