Stokenham Preschool Centre

What is it like to attend this early years setting?

Children show they feel safe and secure. They give their parents a quick 'bye' and join their friends inside. Children settle in very quickly on their first day. Staff gather information from parents beforehand about what their children enjoy. They provide toys to make them feel at home. For example, staff provide tractors for children who are curious about vehicles. These children show high levels of well-being as soon as they arrive and immediately begin to play.

There is a well-designed curriculum in place. Staff build on what children know and need to develop next. They identify children's interests and use these to motivate children to learn. For example, children are fascinated with water and fish. Staff expand on this and take children on a bus to a local beach. Children learn about the environment and find shells. Staff set up a tray with shells when they return from their outing. Children use magnifying glasses to examine the shells in detail. They talk about the shapes and markings on the shells. Children hold the shells to their ears. They say they can 'hear the sea'. Staff broaden children's knowledge of the world around them effectively.

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

• Children are very independent. They hear the 'tidy-up song' and begin to tidy up straight away. Children know the routine and work together cooperatively. Before snack time, children offer to clean the tables with cloths. Staff play another song to signal it is time to wash their hands. Children develop good self-care skills. They know they need to 'wash the germs away' before they eat. Staff support younger children to wash and dry their hands. Older children hand out bowls and cutlery to their friends.
• Children show resilience as they engage in age-appropriate risky play. They challenge themselves and face forward down a small indoor slide. Children say, 'I did it' and are very proud of themselves. Staff listen to children's requests to change the slide into a small climbing wall. Children wait patiently and take turns to climb. They cheer each other on. Children form strong friendships with each other and have good levels of self-esteem.
• Staff develop children's knowledge about numbers. Children develop their confidence in counting. For example, staff hand out fruit to children. They ask children to count how many blueberries and strawberries they have. Staff extend this learning and ask children how many more they need to get to six pieces of fruit. Children count they have four and know they need two more to make six.
• Staff develop children's physical skills effectively. Children make obstacle courses in the garden and improve their spatial awareness. Staff support children to develop good finger dexterity. They show children how to hold and use safety knives to cut and chop fruit. Children concentrate and become more confident in handling small tools.
• Staff support children with special educational needs and/or disabilities well. For example, they ensure that the layout of the pre-school is inclusive of all children's physical abilities. However, staff do not consistently liaise with professionals to ensure that all children receive targeted support and make more progress in their learning and development. Staff do not always make timely referrals to help children develop their speech and language.
• Children learn about good oral health. Staff provide large sets of pretend teeth and toothbrushes. Children practise how to brush properly. Staff read a book about teeth to the children. However, at times, staff do not develop children's communication and language to extend their vocabulary and build on their speaking skills further. For example, at times, staff use complex sentences and do not engage in enough back-and-forth conversation with children.
• Leaders provide regular supervision for staff. They identify areas for professional development. For example, staff request to widen their knowledge and understanding of managing children's behaviour. Following training, staff use strategies to promote positive behaviour, and conflicts are minimised.

What the setting must and should do next

The provider should:

• liaise with professionals to ensure that all children receive targeted support and make more progress in their learning and development
• develop children's communication and language to extend their vocabulary and build on their speaking skills further.