Sticky Fingers Pre-school Tanners Brook

What is it like to attend this early years setting?

Staff give children a warm welcome as they happily arrive at the pre-school. Children confidently leave their parents and settle quickly, engaging in activities with their friends. Staff know the children well and develop secure and nurturing relationships with them. They recognise each child's unique personality and the additional support some children need, such as comfort and cuddles to help them to settle. This supports children's emotional development and well-being.

Leaders and staff plan a range of activities to promote children's communication and language development. For example, children enjoy singing familiar songs and listening to familiar stories. Staff engage children in meaningful conversations and extend children's learning. For instance, children showed an interest in insects, and staff carefully introduced the word 'habitat'. This prompted a discussion about the habitats insects like to live in. Staff use additional ways to support children's communication, such as sign language and picture symbols. This supports children to become confident communicators.

Staff help children to develop their understanding of how to behave well. For example, they remind the children to use their 'walking feet' indoors and explain why they need to do this. Children know how to share and take turns. For instance, when playing, they discuss with their friends whose turn it is next and ensure everyone feels included. Furthermore, children listen and follow instructions well. For example, when they hear the tidy-up sound, they tidy away the toys together.

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

• Managers and staff are passionate about their roles. Managers ensure effective staff supervision sessions are in place, and they support staff's well-being. All staff have access to targeted training opportunities, supporting their professional development.
• Managers have recently designed a new curriculum. The curriculum focuses on preparing children for the next stage in their learning journey. Staff know their key children well and focus on specific next steps in learning to support their ongoing development. However, staff's understanding of the curriculum intent across the provision is not yet fully embedded. This means, sometimes, teaching does not consistently follow the curriculum to build on children's knowledge and learning.
• There is good provision for children with special educational needs and/or disabilities (SEND). Leaders and staff recognise the importance of working in partnership. For example, they work closely with parents, other professionals, local schools and other settings that children attend. Staff put in place interventions and make timely referrals when they identify children who need additional support. This supports children with SEND in making progress alongside their friends.
• Staff carefully weave opportunities for children to learn about the world around them. For instance, children explore life cycles through their own growing areas and enjoy trips to the local allotments. In addition, staff teach children about different countries. This broadens children's understanding of the wider world.
• Staff support children who speak English as an additional language well. For instance, they work with parents and ask them to provide words in their home language. Furthermore, they celebrate children's different cultures and beliefs. This supports children to develop a sense of belonging.
• Staff support children in problem-solving and thinking creatively. For example, children enjoy pouring different amounts of water into glass jars and discuss the different sounds they make as they tap the jars. Staff extend this activity by talking to the children about the size of the jars and what happens with more or less water. This supports children to learn about mathematical concepts.
• Staff empower children to develop their independence through the daily routine. For instance, children are encouraged to pour their drinks at mealtimes and confidently wash up their plate and cup when finished. Staff give children lots of praise and encouragement, which helps to build their self-confidence.
• Children's good health is well promoted. They have ample opportunities to engage in physical play. For example, children enjoy running and playing games in the large outdoor space. Furthermore, children develop their sense of balance as they confidently use the assault course. Staff support children to develop an understanding of oral health. For instance, children learn how to brush their teeth and have visits from a dental nurse. This supports children's well-being.
• Staff have developed strong partnerships with parents. Parents feel well informed about their children's developmental progress and next steps in learning. Staff provide activity ideas to support children's learning at home, such as recipes for cooking activities. Furthermore, they share information with parents, such as healthy lunch box ideas, toilet training advice and online safety guidance.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge of the curriculum intent so they are clear about the skills and knowledge they want children to gain during their time at pre-school.