Shepherdswell Preschool

What is it like to attend this early years setting?

Children demonstrate that they feel happy and safe on arrival at the pre-school and separate quickly form their parents at the main door. They instinctively know the routine as they independently find their pegs and self-register their names on the tree. Children swiftly settle and engage in play with their peers. They freely explore what is on offer.

Children make continuous progress from their starting points. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). For instance, any gaps in learning are quickly identified through thorough assessments that take place regularly. Targeted intervention is successful in ensuring that these gaps are quickly closed.

Children behave very well during their time at the pre-school. They are deeply engaged as they lead their own learning through play. They share and take turns with scissors independently, as they decorate their Christmas trees with buttons and ribbons. This has a positive impact on their attitudes towards learning.

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

• Staff know their key children very well. This enables them to create an environment and plan activities that fully support and extend children's current interests. For instance, children had shown a keen interest in frozen water that they discovered in the garden. Staff extended this well by freezing natural objects overnight. Children were excited and curious to explore the activity, as they used different tools to successfully to break the ice. They are curious and eager learners.
• Children have access to resources to support their early writing skills. For example, children independently make marks during play. Staff provide some opportunities to support children's early writing, such as when children 'write' and post letters in the post box. However, staff are not fully effective at recognising opportunities to further promote children's understanding that marks have meaning. This is not as successful as possible in helping to prepare children for the next stage in their learning.
• Children are confident learners who manage their own behaviour well. For instance, children independently ask staff for timers during free play, if they would like a turn on a bicycle that one of their peers is riding. They wait patiently for their turn, using the timer to support their understanding of the passing of time. This has a positive impact on children's emotional development.
• Staff support children well to become independent in their self-care routines. For example, at mealtimes, children instinctively know what to do. They independently wash their hands before collecting their lunch boxes. Children are encouraged to open wrappers for themselves, guided by supportive staff. This a has a positive impact on the development of children's character and their personal, social and emotional development.
• Staff are successful at providing an inclusive environment where all children, including those with SEND flourish. For instance, children's individual successes are celebrated and promoted through a 'celebration tree'. Children place smiley faces on the tree in recognition of their achievements. However, recent equality, diversity and inclusion training is not yet fully embedded. This means that staff do not promote children's understanding of other cultures and religions as well as possible.
• The manager talks passionately about the setting and her staff team. For example, she implements a thorough staff induction programme for all new staff, and regularly carries out staff supervision meetings. This ensures that all staff know what is expected of them and have a full understanding of the pre-school policies and procedures. This impacts positively on quality of teaching and the outcomes for all children that attend the pre-school.

What the setting must and should do next

The provider should:

• further support children's early literacy skills and develop their understanding of how marks carry meanings
• embed training to improve teaching and develop children's understanding of other cultures and religions.