Scallywags Pre-School

What is it like to attend this early years setting?

Children enthusiastically arrive at the pre-school, where friendly staff greet them. Children show a positive attitude to learning, keen to explore the play environment. Staff join in their play, such as helping younger children to make pretend pancakes using yellow dough. They role model effectively and encourage children to pat and roll out the dough, which helps to strengthen children's finger and hand muscles in preparation for early writing.

Leaders have made significant changes to their curriculum since the last inspection to ensure it is tailored around children's individual needs. They plan and implement this well to ensure that children make strong progress, particularly in their communication and language development. For instance, staff use books and props to help children recall prior knowledge. Children identify which item relates to which story, such as a toy bridge and the 'Three Billy Goats Gruff' tale. Staff encourage children to talk in a group to discuss their own ideas and opinions. Children also use this time to reflect on their choice of prop and whether it is linked to the correct story.

Children play cooperatively and behave well. Staff teach them about different emotions, such as 'happy' and 'sad'. They provide children with effective calming strategies. For example, staff help children to take deep breaths in and out as they trace their finger up and down their hand.

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

• Children enjoy mathematical activities. Staff implement number songs and rhymes, which help younger children to count in sequence. Older children flip numbered paper pancakes in a toy frying pan. Staff support children to work out which number comes next and to develop their number recognition.
• Staff provide children with a range of different experiences. Children accompany staff to community events and go on outings to the local shop to buy food products for the pre-school. Local farmers from the village bring their tractors and newborn lambs to the setting to help further children's understanding of the farming community. Staff also invite external professionals in to broaden children's knowledge. For example, children learn about cultural diversity and African music.
• Leaders and staff have introduced small adult-led groups to build on children's specific skills, such as focus and attention. Younger children enjoy playing 'What's in the Box?', where they identify toy animals and the sounds they make. Staff follow this on with a story that features these animals. Children remain engaged and concentrate well.
• Overall, children develop their independence and enjoy carrying out small tasks, such as placing their used cups and plates in the washing up bowl after snack. However, at times, staff do not always provide clear routines for children. For instance, staff inform children it is time to tidy up before lunch but do not inform them about the small-group time in between. Some children become confused and wash their hands and find their lunch box. They do not always know what is happening next.
• Parents report positively on the pre-school's care and education. They say staff encourage them to use sign language at home to provide a consistent approach in helping children to develop their communication skills. Parents comment how staff relay information to them about their child's well-being and through parents' evening, where they discuss their child's progress. The pre-school gains parents' views through questionnaires. Leaders have since extended the opening hours to accommodate parents' needs.
• Children enjoy free daily access to outdoor play. They develop their balance and coordination when engaged in the obstacle course and when using the nearby park. Staff use specific equipment, such as 'peanut-shaped' balls, to help develop children's core strength, and encourage children to carry weighted buckets of sand.
• Leaders and staff attend training to help keep their knowledge updated. For instance, they develop their understanding around children's oral health. Following this, children now brush their teeth in the pre-school every afternoon, and staff talk to them about the importance of keeping their teeth clean.

What the setting must and should do next

The provider should:

• help children to develop their understanding of routines and what will happen next to aid the transition between activities.