Selby Community Preschool

What is it like to attend this early years setting?

Children arrive happily at the pre-school. They quickly find their friends and engage in the range of activities on offer. Staff sensitively support children as they play. They encourage children to think about how they are feeling, which supports their well-being. This helps children to manage their own feelings. Children's behaviour is good. Staff have carefully considered the routines with regard for the youngest and most vulnerable children in the pre-school. This helps these children settle particularly well.

Staff plan a range of experiences to develop children's learning. This includes visits to the local community, for example the library. This helps children to learn more about the people and places in their community and develop an understanding of the world. Staff have a good understanding of children's individual needs and interests. They use this knowledge to engage children in their learning. Staff recognise the importance of children being outdoors to promote their good health. For example, children explore the outdoor area. They develop their physical skills as they use equipment to bounce. This helps them to make good progress in their physical development.

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

• Staff know children and their families well. They find out what children know and can do. They build on this knowledge to plan meaningful experiences for children to help them learn and develop. This supports children to make good progress and they are ready for the next stage in their learning.
• Children enjoy stories, songs and rhymes. Staff skilfully read to children. They support them to recall what happens next in the story. This helps children to develop their speech and language skills. Children who speak English as an additional language are well supported in the pre-school. For example, staff take time to model the correct pronunciation of words. Parents comment on the good progress their children are making in their communication skills.
• Staff communicate well with children. They encourage them to make decisions about what they would like to do next. Children notice dark grey clouds in the sky and curiously think about what this might mean. At times, staff ask questions but do not always give children enough time to respond. This does not support children to fully develop their critical thinking skills.
• Children have close bonds with their key person in the pre-school. They look to them for comfort and support. Children spend time with their key person as they play. This supports children's personal, social and emotional development, as they feel secure and grow in confidence.
• Children show interest in making marks. They develop their pencil control. Staff encourage children and help them to think about what letter comes next in their name, when they are developmentally ready for this. However, staff do not consistently use the correct pronunciation of letter sounds to support children's phonetical knowledge, to support their developing literacy skills.
• Staff use assessments to identify any gaps in children's learning. They work with the special educational needs and disabilities coordinator (SENDCo) to access further support for children. While waiting for support services, staff plan targeted activities to further children's learning. This helps children to continue to make progress.
• Since the last inspection, the manager and staff team have taken appropriate action to improve their safeguarding knowledge and understanding. Leaders have trained all staff. They have carefully reviewed their policies and procedures. Staff demonstrate a good understanding of their safeguarding responsibilities.
• The staff team has been through a period of change. The manager acknowledges this and provides sensitive support to staff. As a result, staff feel part of the team. Staff know what training they need to complete to help them develop even further. The staff team works well together. Parents speak highly of the team and how they feel part of a family at the pre-school.

What the setting must and should do next

The provider should:

• allow children more time to find their own answers and develop their critical thinking skills
• further develop a consistent approach to supporting children's early phonetical knowledge.