Shaw and Whitley Pre School

What is it like to attend this early years setting?

Children show deep focus and engagement when exploring the wonderful learning opportunities on offer at this pre-school. All children, including those with special educational needs and/or disabilities (SEND), access a meticulously planned and focused curriculum and, as a result, they excel in their development. Older children recall learning experiences and practise their fine motor skills when they carefully dig for 'fossils' in the sand. Staff skilfully extend learning by asking, 'What animal is the fossil?' Staff allow time for children to process their thinking, and children confidently reply, 'dinosaur'.

Staff have high expectations for children's behaviour and are excellent role models. Children are kind, caring and respectful. For example, older children help the younger ones to find their coats. Children have formed positive relationships with staff, who provide consistent routine and boundaries. This ensures that children are aware of what is happening next, resulting in seamless transitions. Children feel valued, safe and secure.

Parent partnerships are strong. Managers ensure that parents have many opportunities to be part of their child's learning. Parents positively comment on the long service of staff. They express how this gives them reassurance about the consistency of care and learning their children receive. Parents discuss how managers and staff go above and beyond to offer emotional support to the whole family.

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

• Dedicated and focused managers ensure that children make excellent progress from their starting points. They have worked hard to implement and embed a well-sequenced and ambitious curriculum to suit and challenge children's individual needs. For example, children begin to show an interest in forming letters, and staff encourage this by providing writing books for children to practise and celebrate these skills. Consequently, children can achieve their full potential.
• Staff use observation and assessment of the children superbly to identify any gaps in their learning. Managers closely track this and swiftly access early support. Staff and outside professionals work collaboratively to share their expertise in the health and development of young children, supporting children with SEND or those on the pathway to diagnosis extremely well. They provide targeted support to help children become successful learners.
• The strong focus on children's communication and language enables children to become confident communicators. Children thrive in an environment of stories, songs and rhymes. They listen intently to stories read by enthusiastic and passionate staff. Staff use expression, gesture and voice tones well to capture children's attention. Staff revisit the story and ask children questions such as 'What do chickens do?' Younger children excitedly shout out, 'lay eggs'. This supports children to secure and sequence their learning.
• Staff place great emphasis on supporting children's emotional well-being. Recent training has supported staff to enhance and target this area of learning. Older children enjoy making various facial expressions and discuss how they feel by using words such as grumpy or excited. This has a valuable impact on their self-regulation. Children receive certificates, and staff praise them for their achievements, promoting high self-esteem and a secure sense of belonging in children.
• Staff consistently support children to develop healthy practices. Children independently wash their hands before eating, and older children wipe their noses freely. Staff teach children about oral hygiene, and children previously enjoyed a visit from a dentist, providing variety in their learning experiences.
• Children have plenty of opportunity for fresh air and physical exercise, both inside and outside. Younger children display self-confidence when riding tricycles around the garden independently, supporting their balance and coordination. Children challenge themselves when they manoeuvre their bodies carefully and safely over the climbing wall, helping to increase their self-confidence to manage risks.
• Managers are extremely passionate and value their staff tremendously. They use regular staff supervisions to prioritise staff's ongoing training, enhancing the quality of education children receive. Staff feel exceptionally well supported and are proud to be a part of this pre-school.