Shoreham Village Pre-School

What is it like to attend this early years setting?

Children arrive at the setting confident, happy and eager to learn. Staff expertly set up the environment to enable all children to have full access to the exciting and ambitious curriculum. Children swiftly settle into the day. They choose to engage in a variety of attention-grabbing activities, both indoors and outdoors, that cover all areas of learning. Staff take advantage of the natural and sensory resources in the surrounding woods to inspire learning. Children further expand skills such as coordination and balance. They make excellent progress in their fine and gross motor skills as outdoor learning is an essential part of this ambitious curriculum. Staff further extend the learning with the addition of 'topic-boxes' that support current interests, such as incorporating 'dinosaurs' into language and mathematics activities.

Children behave exceptionally well, supported by skilled staff in developing their social and emotional skills further. Children consistently use their language skills to express their feelings. They regularly use well-positioned resources to aid them and their peers in turn-taking. For example, they independently access sand timers to help them understand how long they need to wait for a turn. Staff model good behaviours effectively. Children routinely use good manners towards their friends and adults, highlighting the high levels of respect and understanding expected. Staff approach every interaction skilfully, using their expert knowledge to enhance children's learning. They encourage meaningful conversation through targeted support for each child. Children build secure and safe relationships where they feel confident to ask for help if required.

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

• The staff foster an environment that is rich in language. Communication and language development are at the heart of their curriculum. For example, the introduction of reading racks, both indoors and outdoors, constant use of singing to mark transitions and story time, and mark-making and early intervention programmes assist children's high levels of development.
• Staff have excellent knowledge of the children attending and know what they want them to learn. They prioritise the key areas of learning and quickly identify next steps for each child to ensure the progression for all children is swift.
• The learning environment is very calm, warm and inviting. Children are consistently engaged in a variety of child-led activities for long periods of time. They are very secure in the routines of the day and cooperate fully with key adult-led activities. Staff enable children's independence. Children show a constant eagerness to do things themselves, such as putting on coats and wellington boots.
• The curriculum is designed to be wide, varied, exciting and engaging for all children. An environment of rich vocabulary and extensive use of mathematical language assist children's understanding and learning. Wide-ranging opportunities across all areas of learning fully prepare children for their next steps in learning.
• Children are confident in their interactions with one another. Staff enable children to use their language skills to enquire, investigate, explore and be imaginative. Accurately timed support facilitates children's learning in particular areas of interest. Children receive the time they need to explore and develop the skills needed to regulate their own behaviour or ask for help.
• The manager successfully adjusts and evaluates the curriculum based on the needs of the current cohort to ensure they meet every child's needs. For example, they have monitored the impact of the pandemic and have introduced a 'quiet area' for those children who may struggle with larger group interactions, along with small-group sessions to further enhance their listening and attention skills.
• Partnership working is highly effective and successful. For example, parents are very happy with the communication between them and the staff and say that 'they know their children are learning a lot by attending this pre-school' and that 'the staff are so lovely'.
• Staff are well supported, and retention of staff is high. Training opportunities enable ongoing learning for all. This in turn has a positive impact on the progress the children make, as the skills and knowledge of staff are current and secure.