Sadberge Pre-School

What is it like to attend this early years setting?

Children happily enter the pre-school and excitedly participate in the activities on offer. Due to the COVID-19 pandemic, parents no longer enter the pre-school room. That said, children are very confident and leave their parents with ease. Children practise their early literacy skills as they identify their names on coloured pegs and register themselves on arrival. Older children write their names and shopping lists independently. Staff know their key children very well and understand their learning needs. They have high expectations of how children behave and of what they can do and achieve. Children behave extremely well. They have high levels of respect for each other. Older children show care and compassion for their younger peers. They sit and use puppets and props to tell familiar stories to younger children.

Toddlers explore their environment with confidence. They are independent and make their own choices, such as choosing their own resources. Older children consistently keep on trying hard, and they persevere. For example, they think critically as they try to work out how to make a circle shape. They hunt around the room until they find a roll of sticky tape. They successfully cut out a circle and are very proud of their achievements.

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

• Children demonstrate expert independence. All children wash their hands when they enter the pre-school and competently put on their coats and waterproof clothes when going outside. At mealtimes, even the youngest children carefully and independently help themselves to plates and utensils. Staff support parents to ensure that packed lunches are healthy and nutritionally balanced. Mealtimes are very sociable as children and staff talk about healthy foods.
• Children's behaviour is exemplary as they play alongside each other, sharing resources and taking turns. The atmosphere is calm and peaceful as children are busy and highly motivated to learn. Children remember the rules of the pre-school and remind their peers of these.
• The quality of teaching is good. Staff have a secure understanding of how young children learn. Overall, children benefit from a wide range of purposeful and interesting activities. For instance, children have fun experimenting with sand and paint. However, some large-group activities are not always planned well enough to meet the needs of all children involved.
• Opportunities for literacy are good. Older children draw pictures of family members. They form letter shapes and describe who they are drawing. Children are encouraged to write shopping lists and put their names on pictures. This prepares them well for later writing. Children demonstrate an excellent attitude to learning.
• The pre-school provides children with a rich set of experiences that promote an excellent understanding of the wider world. Children benefit enormously from visits to the local post office and walks in the village. Staff introduce people who work in the community. Police, refuse collectors and farmers speak to children about their roles. Staff introduce children to a variety of cultural experiences. Children taste new foods and learn about animals and traditions from places such as Canada and Indonesia.
• Children develop good physical skills. They enjoy being active and using their imaginations outside in the fresh air. For example, children enjoy using umbrellas and jumping in puddles. They skilfully climb the large climbing frame. Furthermore, children develop their small-muscle skills as they use small hammers to tap nails into foam blocks.
• The owner and the manager have a clear and ambitious vision for the pre-school. Staff morale is high and they work well as a team. Staff's well-being is paramount. All staff reflect on the pre-school to ensure that they provide the best outcomes for children. Staff attend training and share what they have learned with the rest of the team to further develop their skills and knowledge.
• Staff gather detailed information from parents when children first start at the pre-school. They observe children's progress and rapidly identify any possible gaps in learning, which are addressed quickly. Staff share next steps with parents, along with ideas to continue learning at home. Parents comment that the pre-school has given their children the best possible start in life.

What the setting must and should do next

The provider should:

• review the implementation of large-group activities to ensure that all children are appropriately supported to develop their learning even further.