Skylarks Pre-School Ltd

What is it like to attend this early years setting?

Children are happy and enjoy attending this warm and welcoming pre-school. Staff are kind and caring towards children and their families. Children settle quickly and eagerly explore the variety of activities on offer. Children show excitement as they use their imaginations in the construction area. For example, they pretend to build a 'house' and 'swimming pool' using foam bricks and tools.

Staff promote children's independence very well. Children are confident and are willing to always 'have a go'. They dress themselves, pour their own drinks and attempt to cut fruit. Children's behaviour is good. Staff are positive role models who gently remind children of the rules and boundaries. Children are kind and considerate to others. They learn how to share and work collaboratively. Children say 'please' and 'thank you' without prompt.

Staff plan and provide meaningful activities relating to the emerging interests of children. They confidently support the individual needs of children, ensuring they make good progress. Children show high levels of concentration as they carefully select water beads. They explain to staff the amount they have collected. For instance, children use mathematical language, such as 'full' and 'empty', as they transport their collection.

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

• The members of the management team are passionate and work exceptionally well together. Staff explain what it is they want children to learn, and ensure children make good progress. Staff are proactive in extending their continuous professional development. They attend training courses based on the current developmental needs of children.
• Staff support children with special educational needs and/or disabilities well. They are confident to identify barriers to children's learning. Staff work well with outside agencies and other professionals. They ensure arrangements are in place to support the individual needs of children.
• Staff encourage children to express themselves through creativity. They support children to think for themselves and encourage their own ideas. Children use available media, materials and equipment freely. Staff support children as they are inquisitive in using equipment. For example, they teach children how to use scissors and glue sticks.
• Children are fully engaged in purposeful activities. For instance, they eagerly search for 'hidden treasure' in the sand tray. Children shout 'I found treasure' with excitement as they find hidden coins.
• Staff embrace opportunities to teach children about other faiths, cultures and festivals. They broaden children's experiences and extend their knowledge of the wider community. Children enjoy visits from police officers and a falconry expert. They also show delight as they visit the local post office, farm and park and go on nature walks.
• Children have opportunities to develop the hand and arm muscles they need for early writing. For example, they use available resources to develop mark-making skills. Children give detailed explanations of what they have drawn, both indoors and outside. For example, they use large chalks as they create treasure maps and say 'x marks the spot'.
• Staff promote children's independence and self-care well. They encourage children to use tissues to blow their noses and wash their hands. Staff also teach children the importance of oral hygiene. They arrange for children to brush their teeth at appropriate times. Staff give clear guidance, explanations and support.
• Staff understand the importance of promoting children's communication and language skills. They share stories together and provide non-fiction books for children. Staff link books to themed activities for children to access further information. For example, children look at sea creatures in books as they explore a sea-life activity. However, staff do not always utilise opportunities to extend children's vocabulary through conversations.
• Parents comment positively about the strong relationships between staff, children and their families. They receive regular information about their children's day and developmental progress. However, parents are not informed how to support their children's continued learning at home.

What the setting must and should do next

The provider should:

• support staff to engage in conversations with children to promote their developing speech and language skills
• strengthen parent partnerships to share ideas in how to support children's continued learning at home.