Scribbles Pre-School Bawdeswell

What is it like to attend this early years setting?

Children benefit from time outside being active. They explore the inviting outdoor area with confidence and independence. Activities help children to develop their small and large muscles. Babies throw balls and crawl through tunnels; they develop their balance as they clamber on soft-play equipment. Toddlers scoot along on trikes. Pre-school children jump, climb and chase each other.

Children are respectful towards each other. They know the daily routines and sit quietly to join in with 'good morning' songs. Babies play gently and share sponges as they wash pumpkins. Pre-school children take an active part in tidy-up time and are keen to put things back in the correct place. They say, 'that's all tidy now', when the job is finished. Staff are positive role models and make use of all opportunities to demonstrate good manners. They praise children saying: 'well done', which helps to support their self-esteem.

Staff treat all children with care and respect. Children show that they feel happy and secure. Babies crawl onto staff's laps for a cuddle. Toddlers sit closely with staff to look at books. Pre-school children involve staff in their play; for example, they play in the role-play cafe and ask staff what they would like to eat.

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

• Staff plan an exciting and varied curriculum using 'themed weeks'. Children are immersed in opportunities to learn about the world around them. Babies enjoy the feel of different types of pumpkins. Staff explain which are 'bumpy' and 'smooth'. Toddlers learn about hibernation. They carefully bury toy hedgehogs under leaves. Children benefit from sensory experiences. Older children explore scented tea bags and lavender in the 'woodland kitchen'.
• Staff promote children's communication and language. They narrate their play and take every opportunity to chat to children. Staff weave new vocabulary into their conversations. For example, children make 'cement' using soil and water. Staff describe the mixture as 'squelchy' and ask children what they think it feels like. Staff working with babies repeat key words and use familiar songs to support language development.
• Children are supported to develop their fine motor skills. They show control using hammers to bang golf tees into whole pumpkins. Toddlers use pincers to pick up lemon slices for their 'potion'. This helps to strengthen their muscles in readiness for writing.
• Staff keep children safe. They communicate children's ongoing care and needs using 'walkie-talkies'. Staff make regular checks of the premises and warn children of any potential dangers. For example, they remind children to have 'walking feet' in case recent rainfall has made ramps slippery.
• Children make good progress from their starting points. Leaders obtain information from parents during settling-in sessions to build up a picture of what children can already do. Ongoing assessments and observations are used to target any gaps in children's development.
• The manager recognises the impact of the COVID-19 pandemic on children's learning and development. She provided families with support when the setting closed during the pandemic. For example, she hand-delivered activity parcels for children.
• Staff are well supported. They enjoy working at the pre-school and are enthusiastic about their role. The manager places a high priority on staff well-being and training. She ensures staff are suitably trained and fully prepared to take on new roles.
• Partnerships with parents are strong. Parents report that their children are 'making great progress and love attending'. They say staff are 'wonderfully caring', and comment on 'how lucky they are to have found the pre-school'. Parents value the detailed feedback they receive via daily handovers and an online platform.
• Activities are stimulating and inviting. However, staff do not always consider ways in which children can sustain high levels of focus and engagement, especially in adult-led activities. Some children lose focus and wander off.
• Daily routines are not always managed effectively. For example, children wait for extended periods of time during snacktime. As a result, children's learning time is not fully maximised.

What the setting must and should do next

The provider should:

• strengthen teaching skills further to fully capture children's interest and curiosity, particularly during adult-led activities
• review the organisation of routines so that children's play and learning time is maximised.