Southwater Pre-School

What is it like to attend this early years setting?

Children happily arrive at the pre-school. Staff support children to settle well and place a strong focus on their happiness. They provide a variety of learning experiences based on the children's interests and their existing knowledge. Children make independent choices about the activities they wish to take part in. For example, all children, including children with special educational needs and/or disabilities (SEND), enjoy mixing ingredients to make dough. Some children competently weigh out the flour and water. They carefully follow an instruction leaflet and discuss the quantities needed. Other children enjoy the sensory experience that the dry and wet ingredients provide. They become deeply engaged in the activity and learn that water makes the mixture go 'runny'. Young children add to their vocabulary as they use new words, such as 'smooth' and 'sticky'.

Children are well mannered and behave very well. They are respectful of their environment and of each other. Children are eager to help tidy away the toys and delight at being the 'special helper of the day'. They understand staff's high expectations of them. Children know that they must learn to share. They say, 'Can I have that after you please?' Adults are patient and kind. They are excellent role models.

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

• The manager has a clear vision for the pre-school. There is a broad and ambitious curriculum in place to help children, including children with SEND, to make progress from their starting points. The manager has fully considered the impact that the COVID-19 pandemic has had on some children's social and communication skills. For instance, they have provided strategies to provide more emotional support for children who are anxious and for children who experience speech and communication difficulties.
• Generally, staff support children and their learning well. They play alongside children and provide a narrative during activities, which helps to support children's understanding. However, some staff do not fully understand the purpose of some activities and they cannot extend children's learning to a higher level. As a result, some learning can be incidental rather than purposeful.
• Children enjoy sociable snack and mealtimes with their friends. Staff use times such as these to talk to children about healthy eating. Children know that fruit and vegetables help to make you 'big and strong' and say, 'Too many sweets and chocolate is not good for being healthy.' There are plenty of opportunities for children to get fresh air and exercise, and a variety of well-planned outdoor resources support children to become physically capable. Children independently wash their hands before eating and after going to the toilet and are generally competent in their own self-care.
• Children are beginning to learn early mathematical concepts. Staff use counting in everyday routines. They challenge children and then praise them when they exclaim, 'When I take two away, I have two left so I must have four!' Younger children use mathematical language, such as 'more' and 'less', when pouring water into cups.
• Overall, partnerships with parents are strong. Parents value the electronic updates and verbal feedback from staff about their children. Parents mention that the staff are very kind and friendly and know their children well. They comment that their children are excited to arrive and often talk about the exciting things they have been doing during the day.
• Children benefit from a close connection with nature and the natural world. They have daily visits to the woodland where they learn about insects and birds. Staff use these occasions to support children with their listening, investigation and recording skills. For example, children immediately stop talking as they are asked to identify sounds in the environment. They quietly say, 'I can hear a bird and an aeroplane.' Children use magnifying glasses to discover slugs and note that they look different. Children carry clipboards which they draw and write on to record their findings.
• Children have good independence skills. For example, they pour their own drinks and serve their own food. Children use cutlery independently during mealtimes. They tidy away their plates and scrape leftover food into a bin. Children find their name and put their belongings away. They freely access resources and return them when they have finished playing with them.

What the setting must and should do next

The provider should:

• develop staff's understanding of the curriculum intentions to enable them to focus specifically on what children need to learn next.