Rosliston Under 5's Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school happy, and they are keen to engage with the good range of activities staff provide. Staff follow children's interests well and make sure that all children engage in activities of their choice. Children generally show good behaviour. They are polite and respond to adults. Older children automatically say 'please' and 'thank you' when spoken to.

Children are particularly motivated when outdoors. They rush to the garden area and happily stay outdoors for a large amount of time. Children experience planting broad beans and discuss which will grow the best, with staff encouraging their critical thinking and excitement. Staff support children to talk about their life experiences when role play is provided. For example, staff provided the doctor's kit, which provided opportunities for the children to talk about how some have had their pre-school vaccinations.

Staff are responsive to children's needs and work closely with parents. This means that children get the support they are entitled to. Parents confirm they are happy with the level of interaction and dedication the staff team give to their children.

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

• The curriculum is well planned, and all staff ensure that children get the best possible start in life. Staff are skilful and adapt their planning to each child's interests. Children continue to be excited about their learning. For example, staff encourage children to role play being a doctor by helping the dolls in the hospital, and they show the children how to perform CPR on their doll. However, at times, play is not extended, therefore, children are not learning new things. For example, children use play equipment in familiar ways, and staff do not prompt children to think about how they can use things differently.
• Staff support children's language well. They have a clear focus on getting the children to use their speech, such as when requesting the snack they would like. Staff are aware of children who need extra support and are quick to act on this. They refer children to other professionals, such as speech and language therapists, at the earliest chance. The manager has put in place simple sign language for staff to use to help them to communicate with children who are less able. However, this is not yet used effectively.
• Staff use the outdoor space well. Children are aware of what the space is used for and follow rules correctly. For example, they know that bicycles are at one end of the play area, and the creative and messy area is at the the other end to help to stop accidents.
• Staff organise a range of mathematical activities throughout the day. For example, the children created caterpillars using play dough. Staff then encouraged them to use match sticks for their caterpillars' legs and then counted them in order.
• Staff focus closely on parent partnership, ensuring all families are provided with feedback on their children's day. This is given verbally. Staff and the committee make sure that parents feel valued and share ideas together to fundraise for the pre-school.
• Parents speak exceptionally highly of the nursery team. They report that they have a close relationship with all of the staff team, and that staff go above and beyond their job roles to make the families feel welcome.
• The manager works hard to support her team, with regular well-being catch-ups. The manager provides effective supervision and training to improve teaching and learning, including the impact of staff performance and reducing workload.
• Staff support children's behaviour by encouraging them to self-regulate in calm areas around the room, such as yoga mats and feeling boards. However, some of the older children still become very loud and boisterous, and staff do not remind children about these areas in order to help them calm themselves.

What the setting must and should do next

The provider should:

• develop staff skills to support older children to self-regulate by fully using the behaviour strategies in place
• provide enough challenge for children and extend on what they already know
• use all elements of support to help less-able children to communicate effectively.