Smilers Pre-school

What is it like to attend this early years setting?

Children arrive at the pre-school, happy and pleased to see their key person. They leave their parents with ease, and learning starts from the moment they arrive. For example, children find their name cards and self-register. This supports children to begin to recognise their name. Staff reflect on what children are interested in and use this to move children on in their learning. For example, they partly set up a train track and encourage children to use their creativity and work together to set up the rest. This helps make learning fun.

Staff are positive role models for children. They are polite and courteous to each other and the children. Children know what is expected of them. For example, children tell staff they are sharing toys, which is rewarded with praise. On occasions when staff need to support children's behaviour, they gently remind them about sharing, and issues are quickly resolved.

Staff deploy themselves well within the pre-school. They place themselves at different activities, such as the craft area, to extend learning. Children clearly enjoy painting. They think carefully about what they wish to paint when creating unique works of art. For example, they paint dinosaurs and crocodiles. Staff use this time to discuss jungles and habitats to expand children's knowledge.

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

• Staff plan an effective curriculum for all children. They observe and track children's progress from the start. This helps staff understand what children know and can do. Staff plan next steps in learning that are appropriate for children's ability but challenge them to move on in their development. All children, including children with special educational needs and/or disabilities, make good progress in their learning.
• Staff place a high priority on counting, using positional language and exploring shapes. They use every opportunity to include these in children's learning. For example, they offer triangle and squared shape bread at snack time and count legs on mini beasts. These experiences give children a secure base knowledge of mathematics.
• Children develop a love of books. Staff frequently read different books to children. They use funny voices to make the book exciting and encourage children to join in repetitive phrases. Children visit the book area independently and revisit their favourite book. They spend long periods sitting and exploring the pages. Staff offer a lending library for children to share at home. Furthermore, staff take children to the local library where they borrow books to share in the pre-school. These strategies build on children's interest of stories and help instil their interest in literacy.
• Staff have lots of conversations with children to support their developing vocabulary. They introduce new words, such as 'bumpy', when exploring conkers. However, on occasion, they do not allow children time to answer questions before answering them themselves. This prevents children sharing their ideas.
• Staff support children to learn about the importance of healthy lifestyles. They offer fruit and milk or water at snack time. Children understand good hygiene procedures and wash their hands before eating. They enjoy playing outside. Children explore a range of activities that staff have carefully planned to develop their physical skills. They dig in the mud, climb, crawl and balance on larger equipment.
• Children learn about the world around them. Staff take children into the community on a regular basis. For example, they enjoy visits to the woods, the local café and the shop. These experiences help children build their social skills.
• Staff develop good relationships with children. Children approach staff for reassurance and support when needed and invite staff to join their play. However, sometimes, staff miss opportunities to find out more about children's backgrounds when they start. This prevents staff being able to fully understand each child's cultural background.
• Staff feel supported by the pre-school management. They report that they are approachable and caring. The management support staff to continue their learning. This helps improve the quality of the pre-school.
• Partnership with parents is good. Parents are happy with the service the pre-school offers their children. Staff regularly share what children have been learning and ideas on how to continue the learning at home. Children benefit from a shared approach to their learning.

What the setting must and should do next

The provider should:

• allow children sufficient time to respond when asking questions to enable them to share their ideas before offering answers
• strengthen the arrangements for collecting information from parents about children's backgrounds to ensure staff have the most accurate picture to reflect and build on individual background and experiences.