Rowhedge Under 5's

What is it like to attend this early years setting?

Children wait excitedly at the pre-school door chatting to their parents about the staff and what they are going to do that day. When the door is opened for them to enter, they bound in. Their excitement and zest for learning is apparent from the moment they enter the pre-school. Children are greeted by smiling staff who welcome them and receive relevant information from parents to help them to tailor the children's day. On arrival, children take a moment to find their name to enable them to self-register, they then choose whether they are going to begin their pre-school day in the main hall or in the exciting and well-resourced garden.

Children behave very well. They have a good understanding of the pre-school rules and staff are clear about their expectations of children's behaviour. Children are kind and caring towards each other and wait patiently to use favourite resources, such as the large rope swing in the garden. Children are provided with very good opportunities to guide their pre-school day. For example, they choose when they stop their play to enjoy a mid-session snack and when they want to have their lunch. The pre-school remains set up for them to continue their play and learning throughout the day.

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

• Since the last inspection, the committee and management team have worked extremely hard to improve all aspects of the pre-school provision. Robust and supportive arrangements are in place for the supervision and management of staff which help them to feel valued and passionate about working in this pre-school.
• Staff and management have undertaken a wide range of training since the last inspection and effectively implemented their new-found learning to enhance and extend the quality of teaching. Further training is in hand and focused on improving teaching in areas of learning that managers have identified could be extended. There are, however, some variations in the quality of teaching. Managers are working on enhancing the strategies in place to build a consistently strong staff team who deliver teaching to the same high standard.
• Parents speak extremely highly of the manager and staff, and praise the wide range of improvements that have been implemented since the last inspection. Parents spoken to and those who provided written contributions to the inspection comment on how well their children, including those with special educational needs and/or disabilities are supported. They comment that their children are making very good progress in their learning and that the communication and partnerships with parents are extremely strong.
• Children's independence is supported well overall. For example, children help to prepare snack and wash their plates and cups up afterwards. However, practice is not consistent as on occasions staff carry out tasks that children could do for themselves. For instance, they pour their water for them and squeeze paint into trays before checking if the children want to, or can do, these tasks for themselves.
• Staff present children with an exciting and stimulating environment both indoors and outdoors. Children explore and experiment in the well-resourced mud kitchen, preparing potions and pretend food for their friends. Staff are on hand to support and enhance the children's learning, asking clear and appropriate questions about their play.
• Children are provided with good opportunities to learn about the wider community when they go for walks in the surrounding area. Staff make good use of local amenities and places of interest to enhance children's knowledge.
• Children are encouraged to develop a strong love of books and early reading. Staff present a wide and exciting range of books in all areas of the pre-school. The strategy 'bump into a book', helps children to enjoy a range of different literature as they move from area to area.
• Following a recent training course focusing on bringing mathematics into the environment, staff are exploring new ways of encompassing mathematics into children's everyday activities. For example, they use floating and sinking activities to explore weight and estimate which items will float to the top and which ones will sink to the bottom of the water tray.

What the setting must and should do next

The provider should:

• implement a consistent approach to enhancing children's independence, giving them more time to try tasks before adults intervene
• support staff to strengthen the quality of teaching to a consistently high level so that all children benefit from strong learning.