Sunnyside Pre-School Playgroup

What is it like to attend this early years setting?

Parents and children receive a warm welcome from friendly staff as they arrive at the pre-school. Children eagerly find their pictures to place on a peg, where they hang their coats, ready to start the day. Children settle quickly, enthusiastically exploring the activities on offer. They use their imagination as they act out their experiences in the role-play area, using a toy vacuum cleaner as they pretend to clean the carpet. Staff introduce new words such as 'whisk' and 'frothy' as children make pretend cakes using flour and toy eggs. Children enjoy being outside. They develop their physical skills as they practise climbing a wooden climbing frame. Staff say, 'Ready, steady, go!' as children zoom down the slide, smiling as they do so.

Children have positive relationships with staff and enjoy cuddles for reassurance when needed. They happily play alongside staff, engaging them in conversations. Children are friendly towards their peers. For example, they ask staff for a sand timer for their friend so they can have one each, and pass each other their coats when getting ready to go home. Children behave well, resulting in the pre-school having a calm atmosphere. Staff talk to children about why they have special seats in their parent's cars as they play with toy cars, and the children say, 'Seats keep us safe.'

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

• Staff implement a curriculum that follows children's interests. They gather information from parents during settling-in sessions to find out what children already know and can do. Staff complete regular observations and assessments of children's learning. This enables them to check for any gaps and plan the next steps to further their development.
• Children with special educational needs and/or disabilities (SEND) make good progress. The pre-school SEND coordinator works closely with parents and other professionals, such as health visitors, to help children to work towards individual targets. The manager uses additional funding well. For example, extra climbing equipment has been purchased to support children to further develop their physical skills.
• Staff provide a variety of stimulating activities. Children's communication and language skills are supported as they develop a love of books. During group story times, children take on the roles of different characters as staff read them a familiar story. Children excitedly shout out the parts they know. Staff extend children's mathematical knowledge as they encourage them to count beyond 10. They explore and discuss differently shaped jugs and containers as they pour coloured sand into them.
• Staff talk to children about their home life, encouraging them to share their experiences. Children learn about different cultures to enhance their understanding of the world around them. However, although the pre-school welcomes children who speak English as an additional language, staff do not provide opportunities for them to hear and use their home language to support their communication and language development.
• Children's well-being is promoted, with staff introducing them to different calming strategies if they feel upset or angry, such as breathing techniques. They practise these with staff as they breathe in and out, developing their physical skills as they learn how to stretch their bodies. Staff discuss with children how they feel. They use Makaton signs, alongside spoken words, to signal if they are happy or sad.
• Children learn about healthy foods. For example, children say grapes are 'healthy' as they discuss different foods during a story session and that they should brush their teeth to keep them clean. Staff remind children to wash their hands before mealtimes. Children start to become independent as they learn to zip up their coats. However, staff do not always encourage children's independence and self-help skills, particularly during snack time, as they serve the children and pour drinks for them.
• Parents speak highly of the pre-school and report that staff go 'above and beyond' in supporting their children's individual needs. Staff share with parents how their child is learning and developing and give them ideas to continue this learning at home.
• Staff report that they feel supported by the manager. The manager carries out well-being meetings with staff to allow them to discuss any concerns. She is proactive in supporting her staff team to further their professional development. For example, staff requested and completed Makaton training to help them further support children with their communication and language development.

What the setting must and should do next

The provider should:

• strengthen support for children who speak English as an additional language to hear and use their home language while at pre-school to further their communication and language development
• consistently support children to develop independence and self-help skills, allowing them time to do things themselves.