Spinney Pre-School

What is it like to attend this early years setting?

Staff greet all children enthusiastically when they arrive. Staff show that they are happy to see the children, who instantly feel welcomed and settle quickly to something they enjoy. Staff understand and follow the broad curriculum in place. They cater for all areas of learning while supporting the diverse needs of the children who attend the pre-school.

Staff use flash cards, simple board games and targeted discussions to help children to acquire language and to feel confident to use it. They help children to begin to understand how to decode and use written language. For example, children use written menus to help them choose different toppings to put on pancakes they have made from paper.

Staff provide children with plenty of opportunities to develop their small-muscle skills in readiness for early writing. Children use dough to mould, press and form different shapes. Staff extend these activities by giving simple instructions for children to follow. For example, staff say, 'I'd like you to roll out four hearts please.' They introduce the language of size, for example, as they ask children to get a small rolling pin and praise them for fetching the correct one. Staff skilfully focus on areas such as communication and language and personal, social and emotional development to support children to acquire the skills they need to be ready for the next stage in their learning. All children, including those in receipt of additional funding, children with special educational needs and/or disabilities, and children who speak English as an additional language, make good progress.

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

• The provider/manager has a good understanding of the children who attend the pre-school. Close links with local schools and other professionals involved in children's lives, as well as parents, ensure that they can adapt learning experiences they offer to meet the broad needs of the children who attend. They meet regularly with staff and spend much time working directly with children. They thoroughly understand what the pre-school does well and the areas they want to develop. Staff say that they feel their views are considered and they enjoy their work.
• All children, including those who speak English as an additional language, make good progress. Staff place high value on the languages that children speak at home. They learn simple words and phrases and make sure that all children can access books in their home language at the pre-school. This supports all children to feel a sense of belonging and to value what makes themselves and their friends unique. Staff enthusiastically take part as children use a range of equipment to style their hair in their pretend hair salon. Staff enable children to lead the play, which supports their developing confidence and use of conversational language.
• Staff sensitively and calmly respond to any incidents of unwanted behaviour, which helps children learn to recognise and regulate their own emotions. Staff show children cards that demonstrate different emotions to help them understand how they are feeling and how their actions make other people feel. Staff quickly distract children when they recognise that emotions are rising, which helps to de-escalate any potential concerning behaviour. There are chill-out areas where any child can sit and have some time to themselves. Staff readily check on children in these areas to see if they need any extra support.
• Staff work hard to engage children. Children thoroughly enjoy singing and dancing activities where they rock and move their bodies to music. They sit in a ring and hold a fabric circle that they pull from side to side as they pretend to roll on the sea in a pirate ship. However, staff do not always accurately predict when some children may struggle to take part in large-group activities. As noise levels rise, it becomes harder for children to listen to what staff are saying, to process the information and respond.
• Parents praise staff's dedication. They feel able to come in and speak to their child's key person at any point and praise how well staff support their children's speaking skills. They comment that their children come home singing songs and have learned so much while at the pre-school.
• Risk assessment is effective. Action taken to improve risk assessment and supervision of children following a recent incident where a child was left unattended in the garden for a short period has been swift and effective. Staff act quickly to keep children safe and know what is expected of them. They are vigilant about children's whereabouts. They use headcounts and check the garden after everyone has played so that they know where children are at all times.

What the setting must and should do next

The provider should:

• sharpen the planning of activities to help staff consider how best to cater for the needs of children who find it harder join in with large groups
• consider how staff manage activities to support all children to be able to hear and listen to each other at these times.