Stalbridge Pre-School

What is it like to attend this early years setting?

Staff welcome children into this very inviting setting and children show that they feel exceptionally safe and secure as they confidently leave their parents at the door. Staff have high expectations of all children and enticing activities are arranged to challenge and excite the children. Children are highly engaged in their learning for long periods and show delight when they encounter something new.

Children are exceptionally well behaved and respectful to each other, and staff are excellent role models. Staff promote the 'golden goals', such as using 'kind hands' and taking turns. The children reflect these aspirations and behave impeccably. Staff challenge children to problem solve when a solution is not straight forward and support them to become resilient learners.

Staff ensure that every area of learning is covered, and nothing is left to chance. The setting is extremely well organised, and every corner offers another fascinating area of discovery, which children are eager to explore. Staff refresh areas to ignite the children's imaginations. For example, the outside hut is developed into a market garden, where children can weigh and sell seasonal vegetables.

The outside area has been very thoughtfully designed with children's learning at its heart. Children have multiple opportunities to stretch themselves physically and imaginatively. Staff support children to master balance on obstacles and ride-on toys and children immerse themselves in role play in the construction area.

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

• The quality of teaching is excellent and staff ensure that children do not miss any learning opportunities. Staff design a clear, well-thought-out curriculum, which covers all areas of learning and challenges the children. Children are curious and highly driven to learn. They talk excitedly during activities and staff intuitively extend their learning, so they develop detailed knowledge.
• Staff are excellent teachers and have a clear vision of what they want children to learn. The manager fully supports staff to understand each child's learning and development by splitting the curriculum down into manageable chunks.
• Children are extremely independent. Some children act as helpers at snack time and use a checklist of tasks to ensure everything is ready. They know the routine and prompt staff when activities change during the day. For example, a child reminds staff to play the song at tidy-up time.
• Children use the story board to retell familiar stories to their friends. They learn the structure of a story and rejoice when joining in with the known phrases. Children communicate fluently and relish learning new vocabulary. They are inspired to join in at circle time and voice their opinion.
• Staff have high ambitions for all children, including those with special educational needs and/or disabilities. Working with parents and professionals, staff undertake regular targeted training to close the gaps in learning for children who need extra support. This ensures that no child is left behind. All children flourish. Parents feel supported by staff who care about their children's future.
• Children feel exceptionally safe and secure. Staff skilfully weave a unique sense of belonging throughout the setting. Children are assigned a group and colour, and this is reinforced in registration and in coloured stickers to denote their belongings. In small-world play, staff use pictures from home, such as photos of children's' houses, to make learning come alive. Children immerse themselves in meaningful imaginative play.
• Children are highly motivated to use mathematical language. During a water table activity, staff introduce children to new concepts and help them to understand the world around them. For example, they learn how to squeeze a pipette to transfer liquid between containers.
• Children are a delight to talk to and are confident to share what they know. For example, children describe details of their activities, such as pointing to the 'heavy horse' in the matching puzzle. They are equipped extremely well for their next stage in education.
• Staff well-being is exceptionally high on the leadership agenda and staff feel cared for and valued. They are extremely confident to seek guidance, as they know they will receive the highest levels of support. Staff reflect on practice until they find a system that works. Parents speak very highly of the staff, who provide a calm and enabling learning environment.