Sherwood Pre-School

What is it like to attend this early years setting?

Children are secure and settle well. They happily separate from their parents on arrival and quickly settle into the familiar routines. Children confidently find their picture and name to add to the self-registration board. Through a well-planned curriculum, children display high levels of concentration. For instance, they listen, take turns and are eager to discuss the rules and plans for the day. Children show good levels of respect for their friends. Their behaviour is good. Young children have a keen interest in books and reading. They identify and count 1,2,3 and talk about the different images in the pictures. Children develop their early communication and language skills. Staff work closely with parents and know children well. They provide one-to-one support for children with special educational needs and/or disabilities (SEND). For example, staff develop cosy and well-being areas and organise individual activities in the smaller room.

Children benefit from daily opportunities to play and exercise in the fresh air. They practise their physical skills in the well-resourced outdoor areas. For instance, older children work together finding ways to make water travel through tubes. Young children manoeuvre around the garden using bikes and trikes. Children develop a good understanding of cause and effect. In addition, they develop their physical skills well.

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

• The new managers and senior leadership team have made changes to the pre-school to help support staff. However, this is not yet fully embedded in practice. Senior leaders do not ensure that the staff induction process is robust. The managers have attended training to develop their knowledge and skills. Staff comment that they appreciate the new systems and structures in place. They feel supported well. For instance, they receive regular supervisions. This helps build on their good practice.
• The new managers have high expectations of what individual children can achieve and are committed to raising standards. For instance, they evaluate the setting with the staff and develop a plan to help drive improvements forward. Staff follow children's interests and monitor their progress to ensure that any emerging gaps in children's learning are quickly identified. The special educational needs coordinator works closely with parents and professionals. All children, including those who receive additional funding and those with SEND, make good progress from their starting points.
• Staff plan interesting practical learning experiences to support children's mathematical awareness. For instance, during transitions, children put their hands in the air and count up to 10. However, at times, during adult-led group times, staff do not consider the aim of the activity. This means children do not always learn what the staff intend.
• Staff support children to become school ready. Children's independence skills are promoted well in some areas. For example, they collect their coats from the reception area and wash their hands when they arrive at the setting and before snack time. Children confidently use the toilet independently. However, at other times, staff do things for them, like wiping their nose, when they can do this for themselves. Children are served their breakfast and snack. They do not pour their own milk. This would help develop their small-motor and independence skills even further.
• Staff provide a broad range of activities to develop children's confidence and large-motor skills. Young children demonstrate their balance and coordination as they explore the soft-play climbing equipment and manage the slide. Older children confidently balance on wooden beams.
• Staff teach children about what makes them healthy. For instance, children follow instructions and show good manners when they take turns to find their lunch box and sit at the table. They announce to their friends, 'Sandwiches first.' Children demonstrate a good awareness of healthy eating. They behave well.
• Children learn about the natural world. They plant and harvest their own fruit and vegetables. Children explore the changes in seasons during their regular trips to their forest school. Young children talk to adults as they play with real peppers. They smell and explore the textures and different colours.

What the setting must and should do next

The provider should:

• ensure the recruitment and induction process is robust and support managers to fulfil their roles and responsibilities
• help staff to consistently support children's growing independence
• strengthen intended learning of planned activities so that they are clearly understood by staff.