Shernhall Pre-School

What is it like to attend this early years setting?

Children have happy, warm relationships with staff. Staff take care to help children to settle well. For example, they visit children in their homes to help build strong relationships before children start at the nursery. Staff value each child and have high expectations of them. Children learn to share and to take turns well, such as when they take part in organised group music games. They behave in safe ways. Staff teach them how to move around the nursery with care and caution, such as lining up to walk from indoor to outdoor areas. They teach children good road safety awareness.

The curriculum is broad and interesting. Children learn useful skills in preparation for school. They develop a good understanding of the world. For example, staff plant daffodils and potatoes with children and teach them how things grow. They get involved in a wide range of creative activities. For example, they use roller brushes to paint large cardboard boxes and make models out of play dough. Children develop good physical skills. For instance, they balance across stepping stones and steer wheeled toys skilfully around the garden. Children gain good small-muscle control by, for example, opening and closing hooks and latches on puzzle boards.

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

• Children develop good early mathematics skills. Staff teach children the names of shapes that they cut out to make a house collage. They learn to count as they sing number songs and rhymes. Staff use mathematical language, such as 'big' and 'small', to teach children about size.
• Staff support children's communication, language and literacy skills. For instance, they organise group music sessions where children sing songs that introduce a wide range of new words. Staff read books in lively tones, and children interact well with stories. They provide focused group sessions for children who need more support. For example, children select different items from a bucket, and staff discuss these with them.
• Staff support children's understanding of differences in society well. For instance, they discuss and learn about religious events, such as Hanukkah and Eid. They read stories that contain characters from different cultures and races.
• Children learn how to do things for themselves. For instance, at snack time, they spread butter on their toast by themselves and pour their own drinks. Staff teach children how to put on their coats and shoes.
• Staff support children with special educational needs and/or disabilities well. They liaise with other professionals and parents to form comprehensive learning plans with targets for children. Children make good progress.
• Children behave well. Staff make timely interventions to help children to try to resolve things for themselves. They share group rules with children and use praise to promote positive behaviour.
• Children learn about good oral hygiene. Staff explain to children how to take care of their teeth and gums. For instance, staff give parents a toothbrushing chart, which they complete each time their child brushes their teeth at home. They return it to the nursery, and children receive a new toothbrush and certificate as a reward.
• Staff have good partnerships with parents. They give parents regular updates on children's activities and progress. Parents take books home from the nursery to read to their children, which supports their communication, language and literacy skills.
• The manager supports staff well. She meets with them individually to discuss their work and training needs. The manager is committed to staff development, and they attended different courses. For example, staff attended a course on supporting children with autism spectrum disorder, which led to greater awareness in this area.
• The manager evaluates all aspects of the nursery and identifies many areas for improvement. For instance, she plans to develop partnerships with parents further to support children's learning.
• Overall, children enjoy a variety of interesting activities planned by staff. However, at times, during the daily routine, some activities for children are mostly led by adults. This means that, sometimes, children do not have consistent opportunities to initiate their own play.
• The nursery provides healthy snacks and fresh drinking water for children. However, managers and staff have not fully developed ways for children to develop a deeper understanding of the value of eating well.

What the setting must and should do next

The provider should:

• provide more consistent opportunities for children to initiate their own play, to promote their learning further
• help children to gain an understanding of the value of eating well, to extend their learning.