Sir Robert Geffery's Preschool

What is it like to attend this early years setting?

Children form positive relationships with staff. They feel safe and secure. Children show this as they go to their chosen adult when they arrive and happily wave goodbye to their parent or carer. All children are polite and kind to each other. They say 'please' and 'thank you' often. If children struggle to find something, others will help them. Younger and older children play cooperatively with each other. For example, staff ask toddlers and pre-school-age children to put aprons on and lay the tables for lunch. These children work together and are eager to be helpful.

There is an ambitious curriculum in place that builds on what children know and can do and need to learn next. Staff observe children's interests and use these to motivate children to learn. For example, staff notice that children like to read a storybook about a monkey in a jungle. Staff set up an activity inspired by the story with dough, animals and broccoli to represent trees in the jungle. Children manipulate the dough and develop their finger dexterity. Staff read the storybook to them while they play. Children listen intently and re-enact events in the story. Staff are effective communicators. They talk slowly and clearly to develop children's speech and language skills.

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

• The manager has made many improvements since the last inspection. Staff regularly attend training to improve their practice and meet the learning needs of all children. For example, following training, staff set up a reading initiative to enhance children's love of books. Children take books home with puppets or games and share these with their families. Parents value this and feel their children's speech has improved as a result.
• Children learn to be independent. When they arrive, they stack their lunch boxes on a shelf in the hallway and wash their hands before they come in. Staff remind children to dry them properly, and children follow these instructions. Children know they do this to wash the germs away and this helps to keep them healthy.
• Staff carry out small-group activities with children in different areas of the environment. However, they do not always organise adult-led activities effectively to minimise distractions and enable children to fully focus on their learning. For example, staff play a listening and singing game with children in a busy area. Other children coming and going next to the activity distract children from their learning.
• Children develop their knowledge and understanding of volume. They pour water into saucepans and watch until it reaches the top. Staff describe what is happening and children tell staff 'It is full'. However, staff do not provide enough opportunities for children to count to further develop their knowledge of numbers. For example, staff miss opportunities to count with children when learning about volume and during other times of the day, such as at snack and lunchtime.
• Staff help children make progress in their physical development. Children lift containers with varied weights and carry them around the garden. They strengthen their upper body muscles. Children learn how to balance. They stand on balance boards and rock from side to side. Children show resilience. If they fall off a board, they get back on and try again. Staff praise the children for persevering.
• Children learn about what makes them unique, and they feel valued. Staff make photo books of children's family members, their favourite toys and what they like to do outside of the setting. The photo books ease the transition between home and nursery and help children to settle when they first join. Children gain comfort from these and this supports their well-being.
• Staff support children to broaden their knowledge about the wider world. Children enjoy learning about the local community. They walk to a nearby church to celebrate festivals and learn about different people in society. Children learn how to keep safe while on outings. For example, police officers visit the setting and teach children about road safety, including what to do in an emergency.

What the setting must and should do next

The provider should:

• organise adult-led activities effectively to minimise distractions and enable children to fully focus on their learning
• introduce more opportunities for children to count, to further develop their knowledge and understanding of numbers.