Scallywags Pre-School (Edgworth)

What is it like to attend this early years setting?

Staff warmly welcome excited children into the pre-school gardens. Children separate happily from parents and carers with ease and initiate their own play outside, demonstrating they feel safe, secure and emotionally settled. Children eagerly run, balance and climb steps skilfully. They ride bikes and scooters, negotiating spaces very well. Children dig in the soil with a variety of tools and use chalks for large mark making. They confidently explore the outdoor learning environment, demonstrating their growing independence. Children can join in with weekly physical education sessions with specialist coaches. Staff support children in developing fundamental skills of balance, coordination and agility, as well as supporting their developing listening and attention skills. Children develop good physical skills for the future from accessing the carefully planned provision.

Staff develop positive relationships with families and children. They understand children's individual needs. Staff are good role models. They are friendly and supportive. This contributes to children's confidence and resilience. Staff encourage children to say please and thank you. They teach children about being respectful. Children understand what is expected and routines are well embedded. Children pick up toys when the tidy-up song is played, and they go to sit on the mat for story time when they hear the musical instrument. Children have positive attitudes to learning and behave well.

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

• Leaders develop a curriculum with a central focus on preparing children for their next stage. They have identified priorities, such as promoting independence, social skills and communication and language. Staff deliver the curriculum through a variety of themes. The curriculum builds on what children know and can do. Children are well prepared for the future.
• Staff support children with special educational needs and/or disabilities well. Clear monitoring aids early identification of needs and helps to gain access to external support, interventions are swiftly put into place. All children make good progress.
• Staff promote children's mathematical development, such as counting. During planned group activities, children count confidently. They sing number rhymes and name shapes in the garden. Children use vocabulary related to size and positions. Children's understanding of mathematical concepts is developing well.
• Staff identify stories and songs to introduce new vocabulary, such as 'seeds, petals' and 'parachute'. However, staff do not always make best use of strategies to help children engage in their learning and make connections. For instance, children are not supported to look at the illustrations which provide the vital link with the words. Therefore, sometimes not all children benefit from the intended curriculum for communication and language.
• Staff provide opportunities for children to develop their independence through daily routines, such as snack time. Children help themselves to fruit and pour their own drinks. They clear away their own plates and cups. Staff encourage children to put on their wellington boots and waterproofs for outdoor play. They give guidance to those that need it. Children are developing confidence in their abilities. They are well prepared for school.
• Staff promote healthy lifestyles. They ensure that children play outside in the fresh air every day. Children choose from a range of healthy snacks and are encouraged to follow good hygiene routines. They are beginning to manage their own self-care needs. This supports children's understanding of how to keep themselves healthy.
• Parent partnerships are strong. Parents receive regular information to support their children's learning at home. They speak highly of staff and are extremely appreciative of the care and support their children receive. These relationships, that are built on trust and respect, contribute to providing consistency of care routines and educational experiences.
• Leaders monitor and discuss the delivery and impact of the curriculum regularly, and staff attend training and workshops provided by the local authority. However, leaders do not always identify staff's professional development needs precisely enough to extend their skills and knowledge further, to impact on children's development.
• Leaders ensure that staff feel valued and supported. They ensure well-being for staff is a priority. Staff feel they have a manageable workload and report being very happy within their role.

What the setting must and should do next

The provider should:

• plan more effectively to enable all children to benefit from the intended language and communication curriculum
• target staff training needs more precisely as part of a well-structured development plan, to raise the quality of education further.