Silkstone Pre School Playgroup Ltd

What is it like to attend this early years setting?

Children arrive at this welcoming pre-school happy and eager to learn with their friends. On arrival, they are supported to find their coat pegs and are eager to join their friends in activities. Children move calmly as they confidently choose from a wide range of resources and activities. They have well-established friendships. They move around holding hands and having meaningful conversations with their peers. 'We've got the same skin', says a child to their friend as they play with their feet in the sand.

During supervised activities, children are well engaged while they explore their environment. Children demonstrate their growing vocabulary as they take turns in discovering whether items 'float' or 'sink'. They show good levels of concentration and are motivated to learn.

Children feel safe and secure, and they understand the well-established routines. They are informed during circle time that a teacher from 'big school' will be visiting and are eager to share their knowledge and opinions with her. Children have wonderfully developed social skills as they engage in conversation with visitors and share their experiences and opinions.

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

• Children behave well in this pre-school. Staff have clear and consistent expectations of children's behaviour. Children are calm and considerate as they explore the indoor and outdoor areas. This results in an environment that supports learning well overall.
• Partnership with parents is effective. Parents feel that they are provided with the information they need to support their children's learning through daily chats with the key person and regular information on their children's progress. This results in a sense of community and belonging for the families and children who attend this pre-school.
• The manager has clear, ambitious intentions for children's learning, which is shared by the whole staff team. She is highly skilled and experienced at leading the staff team to deliver the curriculum. They have established an environment which, overall, meets the needs of the children attending the pre-school. However, although the manager has identified that children have few opportunities to develop their physical and gross motor skills, she has not yet had time to address this weakness.
• There are lots of opportunities for children to extend their mathematical skills and language. Staff role model mathematical language effectively as they interact with the children, both indoors and outdoors. Children engage well in activities and confidently share their knowledge. 'Wood floats', a child exclaims as he predicts what will happen next during an activity. Children are making good progress in their mathematical development.
• Staff recognise that some children need additional support to access learning. They adapt the environment and their interactions to meet the needs of children with special educational needs and/or disabilities (SEND). They work well in partnership with external agencies to support their practice and improve the outcomes for children. Children with SEND display high levels of well-being and are making good progress.
• Children are confident in communicating with both their friends and adults. They are listened to and given time to respond, developing their confidence in speaking. This is enhanced at circle time, where children can share their experiences and feelings. 'I am happy because I am having spaghetti bolognese for lunch,' says a child as their friends take their turn to speak. Children are developing good communication skills and recognising their uniqueness.
• Quality interactions with children are consistent throughout the staff team. Staff have good knowledge of the unique needs of the children at the pre-school, and this is supported by an effective induction process. The manager has acted on a previous recommendation, and she has an excellent understanding of the support and training needs of each staff member. Staff state that they are well supported, and this results in a motivated and enthusiastic staff team. Children are provided with good-quality, child focused interactions, and this enhances their knowledge and builds on current knowledge.
• Staff encourage children to develop good independence skills. For example, children at snack time are supported to put the cream cheese on their crackers. Children can also move freely between the indoor and outdoor areas, selecting the activities they like. Children are learning the independence and decision-making skills they need for their future lives.

What the setting must and should do next

The provider should:

• extend opportunities for children to develop their physical and gross motor skills.