Stithians Pre-School Playgroup

What is it like to attend this early years setting?

Children are happy, settled and secure. They enjoy their time at this friendly pre-school and show a positive attitude towards their learning. Staff clearly understand what they want children to learn. They build on children's interests to plan a broad and exciting curriculum that successfully expands children's learning experiences.

Children listen attentively and show great enthusiasm as they join in with familiar rhymes and action songs. For example, they have great fun as they use their fingers to mould dough in time to music. This helps to develop the children's fine motor skills and build strength in their hands, in preparation for writing. Staff get actively involved with the children. They use lots of repetition of words, such as 'squishy' and 'squeeze', to build successfully on children's language.

The pre-school closed briefly during the COVID-19 pandemic. The leaders communicated with parents via social media, reading stories and offering ideas for activities, to maintain a link with the children. When the children returned, staff quickly identified that some children needed help to settle. They introduce specific activities, such as the 'worry monster', to encourage children to talk about their feelings and emotions.

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

• Staff have high expectations for all children, including those with special educational needs and/or disabilities. They link closely with parents and other agencies to ensure a shared approach to meeting children's individual needs so that each child gets the support they need to catch up. Leaders make good use of the additional funding received for children to improve their outcomes.
• Children make good progress in their learning and development. They are inquisitive and keen to learn. Staff interact well with the children and help them to develop new skills. For example, they introduce them to scissors and explain how to use them. Children learn about growth and change, and they are taught how to care for living things. For example, children are fascinated to see first hand the changes in the life cycle of a caterpillar.
• Staff recognise the important role they have in helping children acquire and use language. They teach children to use new words to help increase their vocabulary. Children develop their literacy skills well as they have many opportunities to look at books, learn about the sounds that letters make and to practise mark making in their play. However, on occasions, staff do not challenge children fully to support and extend each child's learning, in particular the older children.
• Children behave well. They know the routines and happily wait in turn to wash their hands before lunch. Children benefit from the calm and consistent approach of the staff, who act as positive role models. Staff offer praise to acknowledge the children's achievements. For example, children smile proudly as staff take a photo of their drawings, which boosts children's confidence and self-esteem effectively.
• Staff encourage the children to become independent to prepare them for their move to school. Children show good levels of confidence as they learn to do things for themselves, such as putting their coats and wellington boots on to go outdoors. Children have good opportunities to develop their physical skills through a variety of outdoor activities. They take part in regular outings, such as woodland walks, which helps to broaden their learning experiences.
• Parents comment on the 'amazing staff' and the support that their children receive. They value the daily updates about their children's day and ideas on how to support their children's learning at home. Staff send out regular newsletters and emails to keep parents well informed about the provision.
• Leaders have a clear focus on the continual improvement of the pre-school. For example, staff made changes to the learning environment so that children have a quiet and calm space to enjoy books. The acting manager observes staff regularly, and provides good support to staff who are new, so practice continues to improve.

What the setting must and should do next

The provider should:

• strengthen the consistency of staff's interactions with children to fully support and extend each child's learning, in particular the older children.