Ruskin Road Pre-School

What is it like to attend this early years setting?

Children play happily with their friends at this pre-school. They make decisions about what they want to do and cooperate well with each other. Children play with a variety of resources. For example, children play with cars, build towers out of blocks and make each other food in the role play area. Children are learning to make choices. They have warm relationships with staff. Children tell staff what they want to play with. This helps them to gain confidence and express themselves.

Staff have high expectations of children's behaviour. Children learn how to share and take turns. They hear praise from staff when they do the right thing. For instance, staff say, 'Well done, good sharing'. Children learn to respect each other. They cooperate with their friends in their play activities. Children behave well.

Children's language development is particularly well supported. All children benefit from positive interactions with staff. Staff talk purposefully to children, who listen and respond. For example, during small group activities, children identify the names of fruits and they answer questions about what fruits grow on trees. Children learn to make longer sentences, for example they say, 'I have got a red apple'. Children's acquisition of language is fully supported by staff.

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

• The manager and staff create a curriculum that is ambitious for all children. They rigorously plan activities that help children to develop a broad range of skills. Staff have a clear understanding of what young children need to learn. They know the children well. They use this information to create interesting activities that focus on children's next steps. For example, some children are learning to write their name and other letters. Others are learning to retell stories and extend their language and communication skills. Children reach their developmental milestones quickly.
• Staff support children to learn mathematical concepts. For example, children learn the names of shapes in play activities. Staff provide children with opportunities to explore and write numbers. They help children to describe the colours,count sides and use mathematical language such as, larger and smaller. Children are confident problem solvers.
• Staff and managers effectively identify children who may need additional support. They work effectively with external agencies to help children access a range of services. Staff maintain strong links with schools. This helps them to pass on information about what children know and can do. Children are able to build on previous knowledge and skills.
• Care practices are effective. Children learn how to wash their hands and use the bathroom by themselves. They learn how to put on coats, shoes and gloves at home time. Children are gaining independent skills. Children have high self-esteem.
• Staff know that it is important for children to lead healthy lifestyles. They plan opportunities for children to play in the garden. Children enjoy writing with chalks on the pavement. They run and explore with their friends. Children are developing good physical skills.
• Staff understand that learning about the wider world and different people and communities is important. They plan for children to gain an understanding of the natural world well. However, there is not a wide enough range of opportunities to help children to learn about people, families and communities beyond their own.
• Parent partnerships are strong. Parents are very complimentary about the setting. They talk about how they value the ideas provided by staff to support their children's ongoing development at home. They report that receive a lot of communication about what children learn. Parents comment that children learn songs at pre-school and sing them at home. This ensures parents are fully included in their children's learning. Parents say that behaviour management at the pre-school is effective.
• Managers carry out regular supervisions with staff. Although staff receive regular feedback on their performance, supervisions of focused activities do not always make clear what staff need to do to improve teaching. Occasionally not all children stay deeply engaged and concentrate well.

What the setting must and should do next

The provider should:

• enhance opportunities for children to learn even more about people and communities outside their own
• monitor teaching to help staff expand their skills further, particularly during focussed adult-led activities, so that each child makes the best possible progress.