Squiggles Pre School

What is it like to attend this early years setting?

Children arrive happy and are warmly greeted by friendly staff. They show growing independence as they hang up their belongings and place their names on the registration board. Children enjoy sitting as a group listening to stories. They show they are familiar with how stories are structured, as they join in and are confident to give their views. Children and staff discuss what they did for the recent coronation of the new King. Children demonstrate their strong speech and language skills as they describe in detail what they know about London.

Children thoroughly enjoy being outdoors, where they have many opportunities to be active and to explore. They sit patiently watching a timer while waiting for a ride on their favourite bike. Children respect when it is someone else's turn and happily move on to another activity. They are learning ways to keep themselves safe. For example, children explain how to use the zebra crossing and know the red sign means they have to stop and green is when they can go. Children play cooperatively. They listen to, and respect, staff. Children's behaviour is very good.

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

• The provider and staff team have worked tirelessly since the last inspection to develop their practice and teaching skills. They have undertaken numerous training courses and evaluated all aspects of the pre-school. This has had a significant impact on all aspects of practice and greatly improved children's learning outcomes.
• There is a clear, well-designed curriculum that allows all children to progress across the learning areas. All staff are involved in planning and all children's needs are taken into consideration. Children have free choice to decide where, and with what, they want to play. Staff deliver activities that cover all areas of learning, one to one and in small groups. Children move between activities with confidence. Staff consistently encourage and support them to maintain their focus and make the most of all learning opportunities.
• Staff know the children well and are swift to identify any gaps in their learning. They provide targeted support to help give children the best start to their education. As a result, all children, including those who receive funding and children with special educational needs and/or disabilities (SEND), make good progress from their starting points.
• Children are developing many skills that support their future learning at school. They are learning how to write their names and consistently use books for pleasure or to gain information from. Staff use turn-taking games to introduce children to mathematics. They carefully tailor their teaching to each child's learning needs. For example, they count with younger children and challenge older children by asking questions that encourage them to problem-solve.
• Parents speak warmly about the care and education their children receive. They state that they feel well informed about their children's development and know how to help with their learning at home. Parents say their children are very happy to attend and they feel they are safe and staff care for them well.
• Staff provide effective support to children with SEND. They work closely with other professionals to ensure that children receive the specialist help or support that they require. However, partnership working with other settings children attend is not as strong. There is little information shared between them to promote continuity in children's learning.
• The provider works hard to ensure good practice among the staff team. Staff receive coaching and monitoring through regular supervision meetings and training. They say they are well supported by the provider, who places a strong focus on their well-being. Regular self-evaluation and effective teamworking contribute to an overall, well-organised provision. However, at times, staff assume that others will complete necessary tasks, such as registering the children as soon as they arrive.

What the setting must and should do next

The provider should:

• enhance partnership working with other settings children attend, to promote more continuity in children's learning and development
• strengthen the procedures for recording children's attendance to ensure that all children are registered as soon as they arrive.