Sandringham Pre-school

What is it like to attend this early years setting?

Staff provide a safe and inviting space for children. They welcome them warmly and are kind and encouraging. This supports children to settle and develop affectionate bonds. They show that they feel happy and secure as they join in with activities and choose where they wish to play. Staff have high expectations for children and, overall, they promote their positive behaviour well. They teach children to speak politely to others and encourage them to share the toys. This helps them to develop good friendships and play nicely together.

Since the last inspection, leaders have strengthened the curriculum, so that it is engaging and ambitious for all children and prepares them well for starting school. They have helped staff to reflect on their practice and develop their understanding of how children learn. Staff recognise that children benefit from 'open-ended' activities, which offer a broad range of learning opportunities. For instance, children use magnetic tiles to create models and props to support their imaginative play. They practise their physical skills and learn to share and cooperate with their peers. Staff ensure that these core activities are available daily, so that children consistently practice and build on what they know and can do. Staff help to expand children's knowledge further, such as by naming shapes and encouraging counting. This flexible and supportive approach fosters children's love of learning.

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

• Leaders and staff have made effective changes to the routines and physical environment, to provide for children's individual abilities and different approaches to learning. Staff ensure that children can play outdoors as well as indoors for most of the day. This caters for children who prefer to be physically active. Staff provide adaptable resources, such as sand and dough, which children can use in different ways. This fosters children's positive attitudes to learning.
• Staff monitor children's progress and quickly identify any gaps in their learning. Staff work closely with parents and outside professionals, to ensure all children receive the support they need. They use funding effectively, to help prepare children for their future learning. Children with special educational needs and/or disabilities are very well settled and make good progress in their development.
• Overall, there is a good focus on children's communication and language. Staff introduce new words during songs, conversations and activities. They identify children who need help to develop their speaking and listening and provide specialised activities to boost their language skills. Books are readily available, and staff read to children who take part in focused groups. However, staff do not regularly explore books and stories with all children. Furthermore, they do not consider how to engage those who are not interested in books. This means some children miss out on the language-rich learning opportunities that books provide.
• Staff use some effective ways to promote children's good behaviour. This includes displaying pictorial signs and timetables, which remind children of the rules and routines. However, at times, staff's expectations for children's behaviour are unclear or unrealistic. For example, staff set up a basketball game indoors, where children are not allowed to run. Children thoroughly enjoy this activity and naturally chase after the balls as they roll away. Some staff permit this whereas others tell them to stop running. Therefore, children are unsure about what they can and cannot do.
• Staff encourage children to lead healthy lifestyles. They provide nutritious snacks and teach children good hygiene habits, such as washing their hands at appropriate times. Staff also give guidance to parents to promote a shared approach to children's good health. This includes advice and tips for providing healthy packed lunches.
• There is effective communication between staff and parents, to foster children's welfare and learning. Parents say that staff are caring and supportive. They comment on the wide range of activities provided and how this enhances their children's development.
• Leaders have improved the systems to monitor staff's practice. This gives them a broader overview of the pre-school and helps them to identify and tackle any areas of weakness. They have developed more effective supervision and training, to enhance staff's professional skills and knowledge. Staff describe how they feel more 'listened to', which has boosted their enthusiasm for their roles.

What the setting must and should do next

The provider should:

• ensure that all children have rich opportunities to explore and enjoy books and stories, to further enhance their language and literacy skills
• help staff to develop a more consistent approach to supporting children's understanding of rules and boundaries.