Squirrels Corner Pre School 2

What is it like to attend this early years setting?

Children settle quickly in this welcoming community pre-school. They demonstrate that they know the routine of the day, as they quickly put their lunch boxes in the trolley and their water bottles on the table. Children separate from their parents and carers with confidence as welcoming staff greet them at the door. The inviting and well-organised environment excites children, and they joyfully get involved with the activities set up for them.

Children complete self-care tasks independently. They wash their hands by themselves and communicate their need to go to the toilet. During snack and mealtimes, staff provide children with lots of opportunities and encouragement to do things for themselves. For example, children serve themselves beans to have on their toast and clear away their plates when they have finished.

Toddlers and older children engage well in activities and enjoy imaginative play with their friends. They eagerly engage staff in their imaginative play experiences, such as when they style each other's hair in the pre-school salon. Children behave well. They quickly settle at activities and focus well. Staff have high expectations for all children. Children who speak English as an additional language and children who have special educational needs and/or disabilities (SEND) receive targeted support and intervention.

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

• The manager and staff have constructed a programme of learning that is based in nature and supports children's interests. Children learn about the world around them, including how and why they must look after the minibeasts in the garden and beyond. Children spend time caring for giant land snails, spraying their enclosure with water and offering them cucumber. Outside, they find garden snails. Children compare the differences between the species, and staff explain why they should not put the garden snails in with the giant snails. Staff sequence children's learning effectively and prepare them for school.
• Children have a good understanding of daily routines and expectations. For example, staff use sign language and visual aids to ensure that children understand what is happening now and what is happening next. However, staff routinely disturb children immersed in their play, to tidy up, for example, so they are ready to engage in adult-led activities. As such, this interrupts their concentration and self-led learning.
• Children benefit greatly from the staff's understanding of the importance of physical development. For example, they enjoy free-flow access to the outside space throughout the day. They spontaneously engage in risky play as they jump from the top of large cable reels. They further challenge their balancing skills as they walk across a high beam. They use their outstretched arms to help them balance and carefully watch where they place their feet as they cross to the next plank. This means that children develop a wealth of confidence in their gross motor skills.
• Staff regularly read stories with children, inviting their thoughts and ideas. This helps children to listen to a wide vocabulary. Staff skilfully encourage children to remember previous learning. For example, they ask children to recall the sequencing of the life cycle of a caterpillar. More-confident children excitedly voice their ideas and share their knowledge. However, staff do not always consider how to encourage those children who are less confident to talk and express their ideas.
• Children have access to mathematical learning across the provision. Staff model words such as 'large' and 'small'. Children enjoy counting as they sing along with nursery rhymes and spontaneously use numbers in their play. For example, they hand out 'tickets' for the train they have made in the garden, telling staff, 'You are ten.'
• The support for children with SEND is strong, with children who have more complex needs receiving individual support. The special educational needs and/or disabilities coordinator (SENDCo) works collaboratively with staff to ensure that children with SEND receive targeted support at the earliest opportunity. The SENDCo works closely with parents and other professionals to narrow any gaps in children's learning. Staff use additional funding well to best support children's individual needs. Therefore, all children, including those with SEND, make progress from their starting points.

What the setting must and should do next

The provider should:

• develop further the organisation of daily routines to enable children to continue their play uninterrupted
• review and adapt activities to ensure that all children, particularly those who are quieter or less confident, fully engage and benefit from the available learning opportunities.