Shurdington Pre-School

What is it like to attend this early years setting?

Children arrive excited for their day at pre-school. Children seek out staff to tell them all about their experiences from home. Staff listen to children with interest and value their voice. Children tell staff about their birthdays and say that now that they are four, they are 'grown up'. Staff respond with enthusiasm and delight at their conversation.

Children confidently explore the garden. They run, climb and ride on cars. Younger children use their senses to explore sand and water. They find paint brushes and begin to make marks on the wall. Staff facilitate their play by providing children with buckets of water and extra brushes. Staff join children and make marks with them, providing them with good role models.

Staff have high expectations for children's behaviour. All children are very well behaved, are respectful of their friends, and play well together. Younger children hold hands and lead each other to the carpet where they engage with small-world play together. Older children are supported to negotiate when they both want the same wellington boots. Children listen to each other and are respectful of their requests. Children learn to manage their emotions and effectively resolve minor conflict.

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

• The manager and her team construct an ambitious curriculum that is tailored to children's interests. Staff carefully plan activities to build on what children already know and what they need to learn next. They have a good knowledge of children's interests and learning goals. As a result, all children engage well with play and learning. They make good progress from their starting points.
• Parents report on how happy their children are at the pre-school. They speak highly of the friendly, approachable staff and the good progress that their children have made since being at the pre-school. Parents of children with special educational needs and/or disabilities (SEND) say that staff go 'above and beyond' for their whole family, and speak of the inclusive environment they provide. Children and their families are very well supported.
• Staff embrace every learning opportunity. When older children sit for snack, staff involve them and ask them if they have the correct number of cups for the group. Children eagerly count the cups and the number of children. They excitedly share their answer. Staff start a conversation about healthy eating. Children look at their snacks and decide what is healthy and what is a sugary food, and discuss the importance of a balanced diet. Children are excited to participate in learning and are confident to share their thoughts.
• Staff support children to be independent. Younger children find their own wellington boots to wear in the garden and put them on. Staff are close by and support children when needed. Older children find their own coats, put them on and zip them up. They pour their own drinks and select what they would like to eat at snack time. Staff praise the children for having a go. When children require a little support, staff are reassuring and attentive. Children learn the importance of independence and are confident to ask for help when they need it.
• Staff support children with identified SEND very well. They use recommended strategies to enhance communication and focus. However, these strategies are not consistently used for children who are awaiting intervention from outside agencies. Therefore, at times, these children lack the support to successfully engage in routine activities.
• Staff and children build positive relationships. Younger children enjoy cuddles and a story from staff when they need reassurance. Older children seek staff to play with them. Children giggle with delight when staff join them in a game of hide and seek. Children eagerly anticipate being found and squeal with happiness when they are. Children show that they feel safe and secure. They are confident to approach adults and enjoy their company.
• Children learn how to express themselves in various ways. Younger children jump and make animal sounds during a group activity. Staff use words such as 'swooshing' and 'twirling' to describe their movements. Older children use paints to create pictures. Staff talk to them about the colours that they choose and if they think they are 'happy' or 'sad' colours. Children share their feelings and learn to express them in different ways.

What the setting must and should do next

The provider should:

• consistently use strategies for children who require extra support, so that they can successfully engage with routine activities, play and learning.