Rudgwick Pre School

What is it like to attend this early years setting?

Children arrive at pre-school with happy smiles. They eagerly come inside and place their belongings away. Children are confident and know the routine well. They sit down on the carpet as they wait for registration to begin. Staff greet children warmly. They offer cuddles and reassurance to children who are still settling in. Relationships between staff and children appear secure and nurturing.

Staff provide clear boundaries for children to follow. For example, children learn about 'kind hands' and 'listening ears'. Older children demonstrate a good understanding of these expectations. They take turns with utensils as they pretend to make potions in the garden. Children listen to instructions. For example, they respond promptly when it is time to tidy up. Children have a clear understanding of the expectations of their behaviour.

Leaders create an interesting curriculum that intends to broaden children's experiences. For instance, children learn about planting and growing their own fruits and vegetables. Children squeal with delight as they excitedly dig up potatoes. Staff build on children's learning and recap previous teaching about what plants need to grow. Children build an interest in nature, growth and change.

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

• Staff have a good understanding of what they want children to learn. They work closely with parents to gather information about children's development when they first start at the pre-school. This allows them to tailor children's learning specifically. Furthermore, staff make good use of regular assessment. They review children's achievements with parents and identify children's future learning needs. Children make good progress.
• Staff teaching of the literacy curriculum is a particular strength at the pre-school. They recognise opportunities to build on children's understanding of words. They also talk about the different sounds that letters make. Staff respond promptly to children as they practise writing their names. They support children to recognise letters of significance and help them to form them correctly. Staff also increase children's interest in books and stories. They read together frequently and children become highly engaged. Staff use props to further increase children's enjoyment and participation. Parents are included in this part of children's learning, such as when staff send books home for children to share with their families. Children's love of reading is promoted consistently by staff.
• Overall, staff interactions with children are positive. Children regularly benefit from activities that are planned to target the next steps in learning. However, occasionally, staff do not give children enough time to respond to questions. For example, during some activities, staff repeat questions or provide answers too quickly. This means staff do not consistently promote children's independent thinking skills.
• Staff know how to increase children's understanding of how to care for their own needs. For example, they encourage children to use the toilets and wash their hands by themselves in preparation for school. Leaders also plan for children to learn about healthy lifestyles. For instance, they provide activities that increase children's understanding of oral hygiene and a balanced diet. Through practices such as these, children's knowledge of good health is supported.
• Children learn about risks in the environment. For example, children demonstrate they know not to cross the boundary of the fire circle in the garden. Staff also support children's understanding of safety with tools. For instance, they remind them how to carry scissors safely indoors. Children's knowledge of personal safety is increased.
• Leaders have a clear oversight of staff at the pre-school. They carry out staff supervision sessions to regularly monitor teaching. Staff talk positively about training courses they have completed and discuss how this has positively impacted their practice and increased their overall knowledge of the early years foundation stage. Staff feel well supported in their roles.

What the setting must and should do next

The provider should:

• improve staff interactions with children to provide time for children to develop their thinking skills.