Shirley Preschool

What is it like to attend this early years setting?

Children thoroughly enjoy their time at pre-school. They form meaningful relationships with staff, who care deeply about children's learning and welfare. This helps children to feel safe. Children make secure friendships. They are kind, considerate and enjoy learning together. For example, children work collaboratively as they transport planks of wood to extend their play with cars. They decide to build a ramp and take turns to share their ideas. Children test out their theories and discover that their cars go faster when they use a taller plank. Children share their excitement as they watch the cars whizz by. Children behave well. They follow the rules and learn to treat others with respect. Those who need extra support learn techniques to help them regulate their own behaviour. This helps children to develop skills that will prepare them for their future learning.

Children gain an understanding of the world through activities that capture their interest. For example, they show great intrigue as they put their hands in the opaque water and investigate the creatures they find. Staff introduce new vocabulary, such as 'lobster', 'pelican', 'swoop', and 'scales'. Staff present new information clearly. For instance, children find a toy deep-sea diver. Staff use correct language as they point out the deep-sea diver's clothing and equipment. Children learn about the tanks divers wear and how they carry oxygen to help them breathe under water. This helps children to develop a wide knowledge base and to make deep connections within their learning.

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

• The manager and staff know the children very well. They have created an ambitious and stimulating curriculum, which reflects the skills they want all children to learn. Staff work well with other professionals to support children's learning and development, particularly for those with special educational needs and/or disabilities, who make good progress from their starting points. However, staff do not gather all available information to help every child develop a secure and reliable sense of self. This means that some children take longer to make sense of their uniqueness. Parents speak highly of the pre-school and the progress their children make. They receive regular information, which keeps them up to date with their child's development. Close partnership working with others helps to create consistency and continuity for children.
• Children have lots of opportunities to develop their critical thinking and independence through good-quality teaching and interactions. For example, children show an interest in large wooden blocks. They work in collaboration and share their ideas. Staff ask children questions to help them consider what they might need to create the structures of their choice. Children use what they know about buildings to construct a frame. They compare different sizes of wood to decide which length is best for sliding. Staff help children to learn about risk as they discuss different scenarios when considering how long the wood for the slide should be.
• Staff encourage children to develop a love of words and sounds through engaging activities. For example, children listen intently as staff read a story about the adventures of the letter 'A'. Staff read the story and then use recall to test what the children can remember. This helps staff monitor what children have learned and what they need to revisit. Staff skilfully introduce new concepts, such as rhyming, in a way that meets children's individual learning needs. For example, children jump up and repeat 'A, A, A', every time they hear an 'A' sound within a word. Staff adapt activities skilfully to ensure that all children have the same access to high-quality learning experiences. Children learn to be effective communicators.
• Children develop a good understanding of their emotions and feelings. Children look at picture cards and consider how the character might be feeling by their facial expression and surroundings. One child suggests that the character is sad because he is hungry, drawing from their own experiences. Staff encourage children to identify alternative words to describe the same emotion. Children use words such as 'cross' and 'grumpy' to describe feeling 'angry'. This provides children with the language and skills necessary to articulate their feelings and make connections between behaviour and impact.
• Staff support children's understanding of healthy lifestyles. For example, children consider why a character might be hungry. One child identifies that the character has a plate of 'unhealthy food', which is why he is hungry. Staff recognise opportunities to explore what children know about being healthy. Children identify different items of food, such as strawberries. Children have lots of opportunities to develop coordination and core strength in the outside area. They skilfully ride tricycles and steer ride-on toys around chalk-drawn roads. They practise their balancing skills as they carefully navigate ramps and large blocks. Children exert themselves as they run and pull each other in wagons. This helps children to develop a love of being active and an understanding of healthy choices.

What the setting must and should do next

The provider should:

• use information sharing protocols fully so that children receive tailored support to develop a secure sense of self and belonging.