Stoke Hill Pre-School and Day Nursery

What is it like to attend this early years setting?

Children thrive in their learning at this exceptional setting. Passionate, knowledgeable and experienced staff skilfully identify children's next steps in learning. The curriculum targets specific learning for individual children. Staff identify if a child may need additional support from the outset and work with families and external agencies to ensure all children, regardless of their starting points, achieve the best possible outcomes. More-able children are supported in personalised learning projects which support their next steps in learning alongside their interests. Children make excellent progress.

Staff have very nurturing relationships with children. Children have a strong sense of belonging and well-being. Staff have very high expectations of children's behaviour and what they can achieve. For example, older children are taught to be responsible for certain chores, such as emptying the paper bins and washing the snack dishes. Children delight in carrying out these tasks and show high levels of independence and confidence. Younger children are exceptionally well prepared for their next stage in education. Staff are very clear about what it is they want children to achieve, and they work in excellent partnership with parents to ensure children's well-being and development are supported at home. Behaviour is excellent. Children are aware of the impact their behaviour can have on others and articulate this in group discussions.

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

• Books, stories and rhymes are embedded in practice and are used around the setting to complement specific learning taking place. For example, children have been learning about the life cycle of a frog in the pond area and books are provided to support their learning. Staff engage in rich and meaningful conversations with the children and discuss the meaning of new words such as 'prance'. Children demonstrate high levels of engagement and enjoyment during whole group story sessions, small group reading and singing with adults.
• Led by the exceptional manager, the staff are passionate about ensuring all children have high-quality experiences which prepare them for their next stage of education. They use professional development to drive forward improvements in teaching. For example, the manager has worked in partnership with a setting to develop the teaching of letters and sounds in order to support older children with their transition to school. Children show a keen interest in letters and sounds. Making marks is given a very high priority, and children enjoy using various tools to practise creating letter shapes in their play.
• The promotion of respect for people, families and community is supported via topic-based learning, key texts and activities. Differences and similarities between children and families are celebrated. For example, a large display features every child's key members in their family. Children show high levels of respect for one another and adults. Children are supported in learning about the community through enjoyable activities such as visiting the allotment and inviting families in for celebrations. The setting prides itself on operating as a 'family.' Recently, all families attended an 'open house' to celebrate the Queen's Platinum Jubilee. The manager plans to extend opportunities for the children to integrate into the wider community more.
• Opportunities to practise counting are embedded in the curriculum. Children develop a strong sense of number and delight in opportunities to count. Older children demonstrate secure counting skills and use their knowledge to solve problems. For example, older children work out how many adults are present when one more arrives. Younger children independently select props to sing nursery rhymes and develop their understanding of subtraction.
• Parents are overwhelmingly positive about the excellent partnerships established with them. They are keen to share their favourable views. They comment that the settling-in process is supportive and is tailored to individual children's needs. Parents describe the wonderful care and support that is afforded to the children and parents to ensure that children make the best possible progress. Parents describe the setting as 'superb', 'homely' and 'caring.'
• The manager has very high expectations of staff. She has a very professional rapport with them, and the setting has a very positive atmosphere. Termly appraisals are used to identify and support staff in their continued professional development. The manager supports staff by ensuring that workload is manageable. A 'wellness' space was designed so that staff have an area to nurture their well-being. Staff report that they feel well supported at the setting and are confident to ask for support if needed.