Springboard Pre-School

What is it like to attend this early years setting?

Children excitedly arrive at pre-school and demonstrate that they are keen and eager to explore the activities provided. They are welcomed warmly by happy staff who are genuinely pleased to see them. The pre-school has a holistic approach to the curriculum and staff invest time in getting to know children and their families well before they start. Children leave their parents with ease. Children who are new to the pre-school soon become familiar with the vibrant, warm and homely environment. Displays of their art work, along with opportunities for them to register their attendance on arrival, give children a sense of belonging and self-worth.

The educational programme provides many worthwhile experiences to enable all children to make good progress. The new management team and staff work well together. Children are motivated to learn and are fully engaged. The session runs seamlessly and there is a calm and harmonious atmosphere throughout. Children are provided with an ambitious, broad curriculum, which is designed to follow their interests, build on what they already know and introduce seasonal themes. For example, children enthusiastically explore trays of autumnal treasures, such as conkers, leaves and acorns. Children are familiar with the high expectations of the pre-school. These are modelled well by the nurturing staff, who offer children lots of praise and reassurance for their efforts. Children demonstrate that they are confident, and their behaviour is good.

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

• The quality of teaching is good. The management and staff team are committed to providing children with quality care and education. They work closely together. There is a culture of using evaluations to improve the outcomes of all children attending. Managers are passionate about their roles and have a clear vision and plans in place for future developments.
• Children make good progress in their speech and language development. Quality interactions and use of language modelled by the staff mean that children learn new words to extend their vocabulary, such as 'excavating' when they use diggers and cranes in the sand. They talk about the bumpy patterns they make in dough. Children thoroughly enjoy spontaneous singing and stories, and demonstrate good listening skills.
• Children learn the importance of fresh air and exercise through everyday routines. They make decisions as to where they play. The garden is popular and very inviting. The activities provided capture children's interest. For example, they use their imagination and develop confidence as they sing on the stage. They giggle as they use instruments, but also listen carefully to the beats and rhythm of the sounds they make. Children join in yoga sessions and show sustained concentration as they follow the moves and instructions.
• A sharp focus is given to support children's well-being. Stories and activities help children to learn how to express their feeling and emotions and regulate their behaviour. Children are supported well and are learning how to resolve any conflict as they play. They learn new words to express how they feel. For example, children independently suggest that they use a timer when they find it difficult to share resources.
• Children access resources and books that reflect similarities and differences. As part of the pre-school ethos, they learn to respect one another. The curriculum provides opportunities for children to learn about different cultures. However, there are fewer opportunities for children to increase their awareness of the local community in which they live and the natural world around them.
• Children demonstrate that they feel safe in their environment. This is because an effective key-person system is in place. Staff form close, trusting bonds with children. Staff ensure that settling-in sessions are tailored to children's individual needs. Parents are encouraged to share what they know about their children. However, systems to routinely share children's progress and to support learning at home are not yet fully embedded.
• Staff work well as a team. Managers ensure that their staff's welfare is fully considered. They welcome and value their individual skills and contributions. Staff comment that their own professional development is supported. They feel motivated and enjoy their time at work. This has a positive impact for the children.
• Parents speak highly of the warm and friendly team of staff. They comment that their children make very good progress, settle well and look forward to their days at pre-school.

What the setting must and should do next

The provider should:

• provide more opportunities within the curriculum for children to learn and understand the wider world and community in which they live
• strengthen and support opportunities for parents to continue children's learning at home.