Scallywags Pre-School

What is it like to attend this early years setting?

Friendly and enthusiastic staff greet children on arrival at this welcoming pre-school, where they enter and immediately settle to interesting and engaging activities. Children develop a strong bond with their key person and are happy to leave their parents to enjoy the enticing environment. Staff plan activities that suit children's age and stage of development. For instance, they teach children to use their listening skills to identify various animals from their sounds. Children are encouraged to listen and wait before they respond. This helps children to learn about the back and forth of conversation, and it develops their ability to pay attention for longer periods of time.

The behaviour of children in the pre-school is good. Staff have high expectations for children's consideration of others. Children play games that will enhance their sharing and turn-taking skills. They learn to have a positive attitude towards their friends and show kindness towards each other, such as when negotiating the space around them. Staff recognise when children do not want to take part in group activities and offer one-to-one support in a quieter area. This helps children to feel safe and secure at pre-school and promotes their emotional well-being.

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

• Children benefit from the broad curriculum that is in place. Staff are clear about what they would like children to learn during their time at the pre-school. They consider the important skills needed to be ready for school. Leaders use early years pupil premium funding well to support and extend children's learning. They work closely with the children's key person to consider how the funding could be used to help narrow any gaps in children's development. As a result, this contributes to children making good progress in areas that they may otherwise find difficult.
• Staff create a language-rich environment. They prioritise children's communication in every interaction. Staff frequently consider how to extend and use new vocabulary with children within their play and learning. For example, they encourage the use of words such as 'huge' and 'gigantic' to describe their construction models. Staff use signs, prompts and picture cards to support the introduction of language and to scaffold understanding for those who cannot yet verbally communicate, as well as for those children who speak English as an additional language.
• Children have good opportunities to develop well physically. For example, they enjoy the large-scale equipment set up in the hall. Children of all ages learn to negotiate the steps of the climbing frame. They seek praise as they slide down the slide. Children take part in yoga and sports skills sessions. Outside, children continue to take part in active play as they zoom and race each other on bikes and scooters.
• Staff plan time in the morning so that children have opportunities to direct their own play. For example, they choose to explore the ice and various small-world sea animals. However, on occasion, the activities available do not give the oldest children enough opportunity to develop their own ideas and enquiry skills, or to challenge their thinking and learning even further.
• The partnership between the staff and parents is strong. Parents comment that staff know their children well. They receive regular updates about what their children are learning and how they can continue this at home, such as sharing books, games and other resources to help improve various skills in literacy and mathematics. Staff quickly recognise when children might need extra support. They talk with parents and other professionals and arrange help for children. All children, including those with special educational needs and/or disabilities, make good progress.
• Leaders are dedicated to providing the best possible care and are very reflective in their practice. This helps to identify and make improvements within the environment. Staff feel supported in their work and well-being. They receive ongoing support, including training and professional development. Although leaders are implementing good systems and procedures, these are not always embedded firmly enough to help staff have confidence when demonstrating their knowledge about certain aspects of the provision.

What the setting must and should do next

The provider should:

• provide further opportunities for older children to instigate and follow their own lines of enquiry and challenge during their self-chosen play
• strengthen training to build on staff's knowledge and understanding to raise confidence and further embed good practice.