Rushcliffe Pre-School

What is it like to attend this early years setting?

Children arrive happily to the setting. They receive a warm and caring welcome from familiar staff. Children develop close relationships with staff, who know them well. This helps children to feel safe and secure. Children are enthusiastic, calm and relaxed while they play, happily sharing resources with one another and building friendships.

Children are curious and explore the stimulating play environment, which staff specifically plan to engage all children, including children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language. Children show what they have been learning as they independently match animals to a book when following the storyline. Staff motivate children to spend extended periods of time on their chosen activities, such as exploring various construction vehicles. Staff model clear language and develop children's knowledge of different construction vehicles through role play. Children are keen to play with staff and include them in their games. Staff plan ample opportunities to ensure that all children develop their gross and fine motor skills well. Older children enjoy navigating their way across an obstacle course, and younger children use tweezers and whisks in the outdoor play kitchen. All children persevere with challenge and show a confident attitude.

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

• The provider's curriculum intent and implementation are embedded securely across the pre-school. Children's early communication and language skills are given the highest priority. Staff are strong role models of spoken English. They work together to provide meaningful opportunities for children to engage with language in different ways. Children become confident communicators, including those learning to speak English as an additional language.
• Children thoroughly enjoy exerting their energy as they develop and practise their physical skills outdoors. They have fantastic fun as they experiment with large hoops. Staff initiate games and give children instructions to follow. Children play together, successfully rolling a hoop along the ground. Children show determination as they chase hoops excitedly and laugh together with staff and their peers.
• Managers ensure that children who need extra help receive it at the earliest opportunity. They work closely with parents and other professionals to put appropriate support in place for children with special educational needs and/or disabilities (SEND). All children make strong progress from their starting points, which prepares them well for their next stages in learning.
• Managers demonstrate a positive approach to working in partnership with parents. Home visits and detailed conversations with families support a strong understanding of children's interests, needs and backgrounds. Staff continue to build positive relationships as they invite parents into pre-school to share their home cultures with all children. Staff share children's assessments and next steps in learning through face-to-face conversations and through an online app. Parents comment positively on the progress their children make, especially in developing their confidence and language skills.
• Experienced and knowledgeable managers invest heavily in the staff team. There is an effective programme of monitoring, support and training for all staff. Managers and staff effectively identify areas they wish to work on, such as the way they deliver mathematics. For example, they strive to incorporate mathematics into all aspects of the environment and actively make positive changes.
• Children behave very well. Staff help children to create the rules and boundaries for the pre-school. Staff consistently provide suitable explanations to enable children to develop a deeper understanding of the rules. Children become fully aware of how the rules help to keep them safe and apply the knowledge they have to assess risk for themselves.
• Staff provide opportunities for children to develop their knowledge about the local community. They invite visitors, such as firefighters, to the pre-school to support children to learn about people who help them. Staff create opportunities for children to celebrate some cultural events.
• Children are exposed to planting and using the allotments to grow their own foods for snack time. They take part in growing potatoes and carrots and learn to take care of them as they grow. Children explore herbs such as lavender, and staff use these in the outdoor kitchen to offer sensory experiences.