Roman Road Pre School

What is it like to attend this early years setting?

Children arrive eager to learn at the setting. Practitioners settle children in for the day ahead with familiar welcome songs. Children sing loudly and use their excellent physical skills while completing the actions. This invigorates and motivates the children, who then run to find their favourite activities. Children put on hard hats and high-visibility vests, ready to become builders in the construction area. They build towers and squeal when they topple over. Practitioners encourage children to describe what they are doing. Children reply, saying, 'I am building a tall tower'.

Practitioners implement a balanced, child-centred curriculum. Children learn through exploration in the garden. They hunt for bugs under the grass and say, 'I have found a worm and a millipede', excitedly showing practitioners. Children carefully place bugs in containers and use magnifiers to study them. Practitioners ask questions to support children's language skills. Children respond confidently, describing how some bugs have 'eight legs' and 'run quickly'.

Children often show kindness to one another, sharing resources and helping their friends. Practitioners are excellent role models, guiding and supporting children to manage their emotions. Children seek comfort when upset, having formed close, secure bonds with practitioners. Children are resilient, they keep trying until they succeed in achieving what they set out to do.

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

• Practitioners know their key children well. They provide a learning environment that is child-centred and fun. Children assign the roles of customer and waitress as they make a coffee shop. They take orders and deliver them to the table, acting out experiences from the outside world. Children demonstrate excellent physical climbing a small tree in the garden. Practitioners praise children, which gives them the confidence to try new things.
• Practitioners read stories to children, teaching them to enjoy books. Children enjoy reading 'Goldilocks and the Three Bears' to their friends. They use their imagination to make up alternative versions of this story. Practitioners take children to the library and borrow books to read at home. Children learn about road safety and how to keep themselves safe when out in the community. They build self-esteem and confidence in new situations. However, practitioners do not consistently follow children's current knowledge or interests to support and extend their learning further.
• Children, including those with special educational needs and/or disabilities, make significant progress in their learning and development. Practitioners work with professionals and parents to design and implement effective support for children. The setting is accessible and adapted to meet the needs of all children.
• As a result, no child is excluded from activities and experiences within the setting.
• Transition arrangements help children to settle in well at the setting. Practitioners ensure arrangements are flexible and meet the needs of each child. Additionally, children make successful transitions to school having being well prepared for this next stage in their learning.
• Parents speak highly about the setting. They praise the dedicated practitioners who ensure every child's needs are met. Children make good progress and are very happy, having built strong bonds with their key person. Practitioners regularly update parents about their children's development and achievements. This helps parents to support children's learning at home.
• Practitioners are excellent role models for the children. They teach children about respect and inclusion throughout their play. Children know how to be kind to their friends and, older children care for younger children in the group. Children learn about special events in their lives and those of others such as Diwali and Chinese New Year.
• Children to manage personal hygiene routines, supported by practitioners. Children wash their hands before meals and self-serve fresh fruit at snack time. They share conversations, saying 'Milk comes from cows' and 'Cows live on farms'. Although children show some independence, practitioners have not considered further ways to help children develop their independence and do things for themselves.
• Practitioners are motivated and feel valued by leaders who are excellent role models. Leaders strive for continuous improvement in the setting. A high value is placed on staff training and investment in new equipment and resources. As a result, children make good progress in their learning and development.

What the setting must and should do next

The provider should:

• help practitioners to use their knowledge of what children already know to focus their teaching more precisely on what children need to learn next
• guide practitioners to provide children with more opportunities to develop their independence and do things for themselves.