Selly Wick Preschool Playgroup

What is it like to attend this early years setting?

Children receive a warm welcome from staff who greet them. It is clear there are close bonds between children and staff. Children settle well. Staff encourage children to choose where they want to play.

There is a broad and balanced curriculum. The manager is clear about what she wants children to learn. For instance, she wants to encourage children's independence as they prepare for their next stage of learning. Staff successfully ensure that the daily routines in pre-school enable this to happen. For example, on arrival, children find their own peg which shows their photo and name. Thereafter, they understand they need to put their lunch box on the trolley. Staff are supportive of children as they carry out their tasks. They praise children for their achievements.

Children are free to choose from a breadth of stimulating activities. For example, staff support children to explore lemons, limes and oranges in water. Children investigate with a range of utensils such as whisks, spoons and sieves. Children practise squeezing the juice from the fruit using a juice squeezer. Thereafter, they observe the rind, pips and see the water change colour. Staff provide large water containers with taps. This enables children to add more water to the tray independently. Children develop strength in their hands and fingers as they learn to turn the taps. Staff skilfully enhance children's learning. They provide fruits for children to explore different scents and textures. This ignites both children's curiosity and sensory experiences as they play.

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

• The manager leads the team well and staff enjoy working at the pre-school. Staff are happy in their roles and say the manager supports their well-being. The team has access to regular training and in-service days. This helps support staff's professional development. However, the manager does not always evaluate the quality of staff teaching and identify areas for further improvement.
• Partnerships with parents are very strong. Parents have the utmost praise for the pre-school. They describe the staff as 'dedicated and nurturing'. From the start, staff develop positive relationships with parents and children. Staff complete home visits and children then attend settling-in sessions. This helps staff get to know the children and support their individual needs.
• The support children with special educational needs and/or disabilities (SEND) receive is a strength. Staff know their key children very well. They plan activities that support both their age and stage of development. Staff identify gaps in children's learning and work closely with parents and other agencies to support children. Children with SEND make good progress towards their individual targets.
• Most children join in enthusiastically and show high levels of engagement in their learning. For example, children create their own caterpillars using tissue paper. Staff support children to practise snipping paper with scissors and to use glue sticks. However, some children do not always participate in activities fully. Occasionally, staff are not quick enough to re-engage them in meaningful play.
• Staff support children's communication and language skills well. They take children on 'environmental sound' walks, and this helps to develop their listening skills. For example, they learn to identify the sounds of birds and vehicles. Children's language skills develop as they sing silly rhymes and well-known songs. In addition, children are able to borrow storybooks from the pre-school to share with their parents. This helps support the continuity of children's learning and development.
• Children gain a good understanding of the natural world. They look after caterpillars and excitedly observe the life cycle of a butterfly. Staff plan activities to enhance their learning further. For example, children make their own caterpillars using creative materials and listen to 'The Very Hungry Caterpillar' story. Children show their understanding as they discuss caterpillars in the garden. They use the correct vocabulary to talk about what they can see.
• Staff promote children's health and well-being. They encourage parents to pack a healthy lunch box and children to eat healthy snacks in pre-school. Children enjoy a large outdoor learning environment. They have many opportunities to develop their physical skills. For example, they ride trikes, use balancing equipment, run and jump. This helps build their coordination and strength well.
• Children behave well and respond to the expectations of the staff. Staff gently remind them of the pre-school rules in place during free play. For example, children are reminded to walk and not run indoors. Staff encourage children to be kind to their friends, share and take turns. For example, children patiently wait for each other as they take turns to fill their water beakers.

What the setting must and should do next

The provider should:

• strengthen arrangements to monitor the quality of teaching and improve staff practice even further
• identify and implement how staff can consistently support children, with an aim to raise children's engagement to the highest possible level.