Shelf Pre-School

What is it like to attend this early years setting?

Children arrive happy and eager to see their friends at this welcoming pre-school. Staff build warm and positive relationships with children and their families. Children feel safe and secure in their care. Staff provide activities to develop children's curiosity. Children explore the outdoor area with interest. They talk about the plants and insects they see. Staff have high expectations of children's behaviour. Children learn to follow the routines of the pre-school. When staff play the tidy-up song, children quickly start to put their toys away. Children's behaviour is good. They develop positive friendships with their peers.

Staff provide lots of opportunities to support children's physical skills. They help children to build an obstacle course. Children run and chase their friends. They negotiate the uneven ground confidently. Children learn to manage their bodies as they use a slide. Staff model how to hold their arms out to balance, as children walk across the balance beam. Children develop the muscles in their hands to support their writing skills. Staff provide tools for children to use, such as rolling pins to roll out the play dough and forks to dig for worms in the garden. Children build on what they know and can do.

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

• Staff support children with special educational needs and/or disabilities (SEND) extremely well. The special educational needs coordinator (SENCo) acts swiftly when gaps in children's learning are identified. She works effectively with other agencies to ensure that children receive the support they need. Staff promote an inclusive environment that meets the needs of all children. All children make good progress from their starting points in development.
• Children develop good independence skills. Staff teach children to wash their hands and put on their own coats. They encourage children to choose their own snacks and carry their bowl to the table. Staff encourage children to open their lunch boxes and eat their lunch independently. Children develop the skills they need for their move on to school.
• Staff promote children's communication and language skills effectively. They speak calmly and clearly, modelling words and commenting on what children are doing. Staff plan circle times to develop children's social skills and language development. Children learn to take turns and follow simple instructions.
• Staff plan activities to encourage children to choose their own learning. They ensure that resources are at child height and are clearly displayed. However, sometimes, staff tidy away resources too often during the daily routine. Children sometimes spend a long time waiting for routine tasks, such as hand washing or waiting at mealtimes. This does not help children to develop a deeper level of learning in their play.
• Children develop early literacy skills. Staff provide opportunities for children to make marks for a purpose. Children draw round their friends on the ground using chalk. They draw maps on chalk boards as they pretend to be pirates. Children enjoy using different coloured paint on the easel. They compare which colours they have used with their friends. Children become confident in using a range of mark-making tools and equipment.
• Staff promote the use of number within children's play. They count 'one, two, three', and wait for children to say 'go', before pouring the water. Children join in with counting objects. They enjoy making arrangements with shapes. Children build a stable for the animals using magnetic shapes. They develop good mathematical skills.
• Leaders and managers implement a supervision process. Staff can talk about their key children and share any concerns. They complete regular training. However, sometimes leaders and managers do not always share clear targets with staff or check their understanding and knowledge from the training they complete. This means that staff are not always clear on how to continue to develop their own professional practice to reach an even higher level of learning.
• Parents are very happy with the care their children receive at the pre-school. They comment their children have 'come on leaps and bounds' since starting the pre-school. Parents speak highly of staff and appreciate the support they have received. They share their children are happy and eager to attend the pre-school.

What the setting must and should do next

The provider should:

• consider the routines of the day to allow children to spend longer periods of time in their play to be able to reach a deeper level of learning
• strengthen the supervision process to ensure that all staff continue to improve their practice and subject knowledge over time.