Springfield Stars Preschool

What is it like to attend this early years setting?

The manager and her team are committed to provide all children with high-quality care and learning opportunities. They ensure the pre-school is inviting and use their knowledge of what children know and can do to plan a selection of well-organised activities across the ambitious curriculum. The staff work closely with the parents to incorporate what they know about the child, children's interests and what they need to learn next, into activities that cover all areas of learning. The curriculum is well designed and is routinely evaluated to ensure the best outcomes for those attending. Children show they are enthusiastic and eager to learn and are keen to try new experiences. They show sustained levels of concentration and engagement.

Children are fully supported to develop the skills they need to become independent learners. Supporting children's well-being is the priority for all decisions made. Children are encouraged to make choices for themselves, for example, when they want to have a snack. Therefore, play is not interrupted. Children peel and chop bananas and pour their own drinks. They sit comfortably and chat to their friends, comparing how many pieces of banana they have. Children establish strong bonds with the pre-school staff who are positive role models. They speak with genuine kindness and respect to the children. Children understand the high expectations of the staff and demonstrate a positive attitude toward learning and their behaviour is very good.

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

• The quality of teaching is good. All children make good progress from their starting points. The curriculum is carefully planned around children's interests and the staff are skilful in their interactions. Children are fully prepared ready for transition to school and future learning.
• Children are confident speakers. Staff engage children in conversations and encourage children to contribute to group conversations. For example, they excitedly look at the caterpillars they are growing. Children discuss the change taking place and recall information they have previous learned. They talk about the cocoon and predict what will happen to the butterflies when they release them.
• Staff make effective use of settling-in arrangements to build strong relationships with parents. Parents comment on how they value the personalised support their children receive. They say they are 'extremely encouraged' and appreciate the excellent communication, structured learning environment and constant support they receive at the 'wonderful setting'. Parents comment that they feel their children are 'truly valued' for their individuality and feel any concerns are respected and listened to.
• The pre-school special educational needs coordinator is very knowledgeable about her role and is committed to ensure children with special educational needs and/or disabilities and their families, are well supported. Staff provide children with early intervention strategies to ensure they can actively participate in all aspects of the pre-school.
• Children learn about the importance of making healthy food choices. They understand the importance of fresh air and exercise and keeping safe in the sun. Children know to wear sun hats and sun cream when they play outdoors
• Children have various opportunities to be physically active in the large outdoor space. They relish their time in the well-resourced garden and flow freely, throughout the day, from indoors to outdoors as they make their own choices. Children have ample opportunities to develop their large physical skills as they climb, slide and ride bicycles to improve their coordination and spatial awareness.
• A robust recruitment and induction process ensures all staff are suitable for the role and understand the expectations of the pre-school. Staff feel well supported with regular training opportunities, supervisions, and team meetings.
• Children enjoy role play and act out real-life scenarios. They make birthday cakes with dough and sing happy birthday to one another. Children enjoy making marks using chunky chalks and writing materials are in abundance and easily accessible. However, on occasions some creative activities are led by staff and children are not always encouraged to have a go for themselves to express their individual creativity.

What the setting must and should do next

The provider should:

• support staff to provide more opportunities for children to develop their imagination and creativity.