Snakes and Ladders Pre-School

What is it like to attend this early years setting?

The pre-school has a warm and welcoming atmosphere. Children show trust in the familiar staff and develop a strong sense of belonging. Staff prioritise outdoor learning, which gives children plenty of opportunities for fresh air and active play. Relationships between staff and children are warm, which helps children to feel safe and secure. All children very much enjoy their time at pre-school. Those children who are new to the setting show increasing levels of confidence, while others are very self-assured. Staff's consistent praise and encouragement supports children to persevere in their learning, and they take pride in their achievements. For example, children tell their friends, 'I know that blue and yellow make green.'

The curriculum spans all areas of learning and focuses on encouraging children to take the lead in their activities. Staff use phrases, such as 'I wonder', to spark children's curiosity and encourage them to think creatively. This helps children to develop reasoning skills and imaginative thinking and enhances their engagement in learning. Staff weave specific learning intentions into enjoyable play experiences, such as making 'pies' with muds, seeds and coloured water. They teach children about capacity, size and counting while encouraging their creativity. Staff's focus on what individual children need to learn next contributes to the good progress that all children make.

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

• Children enjoy their learning. The curriculum successfully supports their independent play skills. Staff respect and support children's choices, interests and preferences. Children can decide where and how they play, and staff extend children's ideas. For example, children move furniture to create an area that represents a post office and library. Staff provide extra resources, such as envelopes, to support their play. At such times, children become absorbed in their learning.
• There is an effective balance of adult-led and child-led activities. Children apply their previous learning during independent play. For example, staff teach children about colour mixing while making their own paint. Children then mix coloured water in the garden, remembering and recapping what they have learned. Following an activity about numbers, children look for numbers in the garden and attempt to write them on a clipboard.
• Staff are vigilant and intervene quickly when children need additional support. For example, when children hesitate during a painting activity, staff provide guidance, ensuring that they remain engaged and enjoy the experience. However, there are occasions when whole-group activities do not meet the needs of all children. For example, younger children struggle to maintain their attention when activities are too long. They become restless, which distracts older children from their learning.
• There is a focus on preparing children for later life and learning by supporting their social skills and encouraging positive attitudes. Staff encourage turn-taking, sharing and cooperation during group activities. For example, while building sand castles, children count together and praise one another. They work together towards shared goals, showing an eagerness to help and consideration for others.
• Overall, children behave very well. There are times, however, when staff do not ensure that children clearly understand what is expected of them. This is particularly during transitions between activities or parts of the daily routine. For example, some staff encourage children to dance while other staff tidy away after lunch. Although some children choose to join in, others become restless and run up and down the room.
• Leaders are passionate about their provision. They take a hands-on approach and identify areas for improvements to the already good teaching. Frequent discussions about teaching practice help to ensure that staff continually reflect on their practice. Leaders support ongoing personal development across the team. Staff confidently discuss ways to enhance their practice. This open and supportive approach contributes to the strong capacity in this pre-school for continuous improvement.
• Staff support children's physical health well. They teach children about good hygiene habits, such as washing their hands. Staff talk to children about the importance of brushing their teeth after eating Easter eggs. Children have opportunities for physical exercise, for instance, during music and movement sessions. They begin to understand the importance of a healthy and active lifestyle.

What the setting must and should do next

The provider should:

• refine the planning of group activities to meet the needs of younger children more precisely at these times
• establish more clear and consistent expectations for children during routines and times of transition between activities.