Roxwell Pre-school

What is it like to attend this early years setting?

Children are welcomed extremely warmly on arrival at the pre-school. This helps them feel valued and creates a very positive start to their day. All the children are excited to go on one of their daily walks to explore the world around them. Because the pre-school is an important part of the local community, children are frequently greeted by passers-by and neighbours, nurturing a true sense of belonging. Residents from the village visit the pre-school to provide children with broader experiences that enhance the curriculum, including music sessions and gardening.

Children develop a real understanding of how to stay safe. They know they must not approach unknown dogs and should walk carefully to avoid the stinging nettles. They enjoy hearing interesting facts and are keen to show they remember that horses swish their tails to keep flies away, for example.

Children learn how to keep themselves healthy. They eagerly talk about brushing their teeth in the morning and know they have to 'brush the plaque away'. They are beginning to understand the effects of physical activity on their bodies. They explain that their hearts are beating faster because they 'have done running'. As well as daily outings, children benefit from fresh air and exercise when they play in the pre-school garden. They balance confidently as they walk along beams and competently manoeuvre sit-in cars and bicycles.

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

• The manager is an inspiring leader and an enthusiastic role model for the staff team. She is exceedingly passionate about providing high-quality care in a pre-school where all children feel welcomed. As a result, the children and their families are at the heart of practice. Staff feel well supported. They, along with parents, say the pre-school is 'like a family'.
• Staff talk knowledgeably about their key children. They describe the progress children make and how they support them to learn more. Staff plan activities they know will interest children, and they encourage them to have their own ideas and use their imaginations. For example, children decide to build a horses' stable with blocks and hunt for objects that can represent hay and carrots.
• The provision for children with special educational needs and/or disabilities is strong. The manager works closely with parents and other professionals to support children with specific care needs. This contributes to all children being able to take an active part in all the pre-school has to offer.
• Staff mostly support children's communication skills very well. Children hear many interesting words. They are told that a horse's foot is a 'hoof' and learn what a 'farrier' does. Children repeat these words when they recall where they have been and what they have seen, building on their existing vocabulary. However, on occasion, staff use informal language, for example saying 'horsey' and 'doggy'. This means that children do not always hear the correct pronunciation of words.
• Mathematics is embedded within daily interactions. Children count out how many pieces of fruit they can have. They recognise they need two more pieces to make five. Children handle a metal horseshoe and enthusiastically search for horseshoe prints on the ground. They compare the horseshoe to the print and decide if it is bigger or smaller. These activities help to extend children's mathematical knowledge.
• Road safety is prioritised when children go out, providing them with important life skills. They are encouraged to stop at the kerb, look and listen. The manager talks about the 'tricky' bend in the road and praises children when they notice cars approaching. They know they must hold hands and walk sensibly. Regular headcounts provide further reassurance that children are safe.
• During the COVID-19 pandemic, the manager maintained links with families. She visited weekly and provided activities and challenges to engage children and their parents. She describes how this eased children's return to the pre-school after lockdown and supported their emotional well-being.
• Parents cannot praise the pre-school enough and appreciate the support their whole family receive. They feel very well informed about their children's progress and how to support them further. Staff share relevant information with schools and other settings children attend. This contributes to consistent care and learning, and smooth transitions.

What the setting must and should do next

The provider should:

• support staff to understand the importance of always modelling the correct pronunciation of words.