Seale Village Pre-School

What is it like to attend this early years setting?

Passionate leaders and staff create a wonderfully appealing and welcoming environment, where children show a true sense of belonging. This includes children very new to the setting, who may initially feel unsettled. These children are cared for compassionately and attentively, and soon settle with ease. There is a great sense of excitement, fun and calm as children engage in their play and exploration. They make impressive use of the cosy areas, relax on comfortable chairs and chat happily with their friends. Children clearly feel safe and secure at the setting.

Children's behaviour is very good. Leaders and staff set consistent boundaries and maintain well-established routines. This helps children know what to expect, such as understanding that tidying up in the room leads to lunchtime. A robust key-person system helps children to understand and manage a range of emotions. Older children are quick to avoid minor episodes of conflict, such as finding ways to work cooperatively together. They become respectful and caring individuals as they show empathy and consideration towards each other.

Children show a strong love for learning. The thoughtfully designed environment supports and sustains children's focus and attention well. Leaders have clearly defined their curriculum intent, and staff demonstrate a secure knowledge of children in order to inspire and spark their interests. This includes effectively supporting children with special educational needs and/or disabilities (SEND) to develop their social and communication skills. As a result, all children make good progress from their starting points.

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

• Outdoor learning is a strong feature. Children thoroughly enjoy spending time in the extensive outdoor space and benefit from regular sessions in the woodland areas. Their physical development progresses remarkably well. Even the very youngest children move confidently around the area, negotiating different terrains that dip and rise. Older children devise obstacle courses using natural materials, for example, with tree roots and branches. They balance and jump off with great control and coordination.
• The organisation of the stimulating surroundings, inside and outside, ignites children's natural curiosity. For example, in the woodland area, younger children jump with joy when logs are overturned and they discover a variety of bugs. They learn to name minibeasts, such as worms, beetles and woodlice. Older children find empty snail shells and ask interesting questions as they try to make sense of the natural world. Real-life experiences such as these, foster a broad understanding of the world around them.
• The setting provides a language-rich environment. Staff use sign language, alongside spoken words to support children who may experience communication difficulties. Younger children learn to express themselves in age-appropriate ways, through staff's modelling, rephrasing of their language attempts and the careful introduction of new vocabulary in context. However, at times, some staff do not consistently seize opportunities to introduce new concepts or use a broader range of exciting words to further stretch and challenge older children's thinking.
• Children's independence skills are promoted well, right from the start. They independently find and put on their wellington boots, in preparation for outdoor play. At lunchtime, children learn to use cutlery and manage tasks, such as washing their hands thoroughly and clearing their plates. Throughout the day, children make their own decisions about where and what to play. This allows children to successfully take ownership of their self-care, in readiness for their eventual move to school.
• Leaders actively seek ways to evaluate and improve the provision on offer. They use research and advice from external professionals to develop new approaches. For example, leaders work with staff to adapt the curriculum for children with SEND to ensure they have full access. Overall, staff's practice is good. Leaders observe staff's teaching and offer guidance and support. However, these arrangements are not yet robust enough to fully strengthen the knowledge and skills of all staff and take the curriculum to the next level.
• Building strong and trusted relationships with parents is a priority. Leaders and staff keep parents fully informed about their children's learning, care and experiences. Parents value the online application where staff share photographs of their children engaging in something new. Parents often replicate these experiences at home, which supports children's continuity in development.

What the setting must and should do next

The provider should:

• support all staff to consistently use a broader range of new and interesting words during interactions with children to further expand their knowledge, thinking skills and curiosity
• strengthen the monitoring of staff's practice to swiftly identify and address minor inconsistencies to further enhance the quality of teaching.