Sticky Fingers Pre-School

What is it like to attend this early years setting?

Children are enthusiastic and ready to engage. Staff provide a meaningful learning environment and opportunities, which support and encourage children to be curious and proactive in their learning. For example, children are keen to compare sizes in the construction area. They also take pleasure in finding pictures of local places, which sparks their communication and language skills as they share their home experiences. Children take part in focused teaching sessions that allow them to practise a range of skills. For instance, using play knives and forks with dough helps children to build independent skills that support them during mealtimes.

Children's voices are heard and respected, and they enjoy contributing their ideas. They take part in group decision-making, such as voting for the book or song of the day. Children work together to count the votes. They show a good level of understanding and acceptance when their choice is not selected. Staff show a strong awareness of each child's home background and provide thoughtful support. For example, children who may not have steps at home are given regular opportunities to practise climbing steps, ensuring a well-rounded developmental experience.

Staff maintain consistent expectations, which fosters a sense of safety and security for the children. This helps support children to confidently follow the daily routine. They participate joyfully in familiar songs linked to transitions, such as welcoming, handwashing and goodbye songs.

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

• Senior leaders are committed to continuous improvement and are actively engaged in evaluating the effectiveness of the pre-school. Together, they reflect on both successes and areas for growth. A recent priority has been supporting families to understand how regular attendance positively impacts children's learning and development.
• The curriculum is thoughtfully planned by leaders. However, some staff are unclear about the rationale behind the skills and knowledge they teach and how this aligns with the pre-school's overall learning intentions. Children's next steps are sometimes too broad, so staff are not able to focus precisely on building children's learning.
• Staff provide opportunities for children to learn how to keep themselves safe through memorable and age-appropriate songs. For instance, older children confidently talk about how to stay safe online and engage with enthusiasm as they learn about body safety.
• Staff have access to a range of professional development opportunities, which positively influence the quality of experiences provided to children. For instance, following training on children's well-being, staff created a calming area with resources that children actively use to help regulate their emotions.
• Children's communication skills are nurtured through a range of support strategies. Visual aids help children, including those with special educational needs and/or disabilities, to understand the routine and know what comes next. Staff are skilled communicators, using both clear verbal communication and sign language to support all children in expressing their needs and wants.
• Children form strong, trusting relationships with their key person, and their emotional well-being is well supported. Staff focus on equipping children with essential life skills that prepare them for the next stage of learning. For instance, older children are guided and encouraged to independently dress themselves, clean up after snack time and take care of their belongings. Behaviour is consistently positive, supported by staff who offer clear, consistent expectations. For example, children understand the pre-school rules and often help others to follow them.
• Staff have established strong, positive relationships with parents, which contributes to the continuity of support between home and pre-school. For example, children take part in cooking activities and recipes are shared with families to try at home. This helps support healthy eating. However, communication about children's current developmental milestones is not always consistent, limiting opportunities for shared understanding and learning support.
• Leaders and staff collaborate closely with other professionals to support smooth transitions, particularly as children prepare for school. As part of this process, children are given opportunities to explore school play areas, helping them become familiar with the setting and easing their move into a new environment.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of the curriculum and how to identify and support precise next steps for children's learning
• strengthen existing parent partnerships so that parents are kept consistently up to date about children's learning and development.