Strong Tower Pre-School limited

What is it like to attend this early years setting?

Friendly, nurturing staff greet children warmly as they enter the pre-school. Their attention to understanding each child enables staff to offer children pertinent support and activities. This plays a significant part in helping children to settle quickly. Children emulate staff's positive, animated attitudes, approaching activities confidently and enthusiastically. For example, children concentrate as they use craft materials to make model caterpillars. Staff encourage children's independence as they demonstrate possible methods to make the caterpillar body, and children persevere until they achieve the desired shape. This positive environment supports children in gaining the skills that underpin their learning.

Children mirror the excellent example set by staff and are kind, caring and respectful. They readily share the resources and, with sensitive support, are learning to resolve minor disputes. Staff's ongoing explanations support children in understanding how to keep themselves safe, for example, when using outdoor play equipment. Staff also work sensitively with children to help them respect their bodies and to know how to ask for help if they are upset or worried. Children have many daily opportunities that support their understanding of healthy practices. For example, when using the role-play shop, they talk about healthy eating and how we use shower gel to keep clean.

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

• Staff report that they feel valued and supported. They demonstrate a genuine enjoyment of their work and are committed to the continuous review and development of the pre-school. Practical supervision and the regular sharing of ideas support staff in developing their practice.
• Staff combine their good knowledge of each child with their practical understanding of the pre-school's curriculum. This enables them to understand what children are learning and offer them interesting activities that build logically on this. Robust monitoring supports staff in checking that all children are making good progress. Staff make good use of additional funding to promote children's learning, for example, through the provision of further resources.
• Good staff interaction when reading and easy access to an interesting variety of books successfully support children in developing a love of books. Staff capture children's attention and they become engrossed in group stories. For example, they readily remember that the author writes the story and the illustrator draws the pictures. They eagerly re-tell stories, correctly sequencing the events.
• Staff support children well in developing their language and communication skills, making good use of opportunities throughout the session. For example, during group time, children breathe in and out and remember they are breathing in 'oxygen'. They join in eagerly with action rhymes that aid them in extending their vocabulary. They think carefully as they remember opposites, such as 'short and tall' and 'fast and slow'.
• Thoughtful daily practice and planning means children participate in new experiences and have practical opportunities to learn about local and national principles. For instance, on a visit to the Houses of Parliament, children learn about government and how decisions are made. They transfer and reinforce this knowledge on their return. For example, they recognise different views and use a voting system to help make decisions, such as which toys to put out.
• Children with special educational needs and/or disabilities are well supported by the staff team and this is a key strength of this setting. Staff work closely with parents and other professionals. This enables them to build a comprehensive understanding of children's needs and to implement strategies and pertinent play opportunities that support children in making the best progress from their starting points.
• Activities are linked to children's interests and needs and are usually well planned. However, on occasion, adult-led activities are very structured and do not offer children the full range of opportunities to experiment and express their creativity.
• Parents speak highly of the pre-school, particularly noting that staff are always friendly and helpful. Staff communicate well with parents and support them in building on their children's learning. For example, they lend resources and provide ideas and simple activities to try at home.

What the setting must and should do next

The provider should:

• build on the already good practice, extending the opportunities that support children in experimenting and expressing their creativity, particularly during adult-led activities.