Sutton on the Forest Preschool

What is it like to attend this early years setting?

Children arrive happy and are greeted warmly by the friendly and caring staff team. Staff speak to parents about how their children have been and anything they need to know for that day. This pre-school places great importance on building strong relationships between children and staff, to support their confidence and self-esteem. Children feel valued, important and listened to.

Children show positive attitudes to learning. Staff plan an ambitious curriculum that engages and excites children. They adapt the environment and their interactions to reflect children's stages of development. For example, as part of their weekly book theme, children make houses for 'The Three Little Pigs' using real straw and sticks. Staff encourage children to act out the story and use their imaginations. Consequently, children of all ages are well prepared for their next stage of learning and eventual move to school.

Children are well behaved and show respect for each other. They listen attentively during group times and wait their turn to contribute. Staff are positive role models and help children to learn the boundaries and understand how to play together cooperatively. They respond promptly to children's needs and encourage them to use good manners, share and take turns.

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

• Staff reflect on children's interests and plan experiences that they find engaging. They build on what children already know and can do and have clear intentions for children's learning. However, staff do not consistently extend experiences to ensure high levels of learning. For example, when children are playing in the mud kitchen, staff discuss the dishes they are making. However, they do not maximise all opportunities to challenge children further during these learning opportunities.
• Staff support children's communication and language development extremely well. They engage in constant dialogue with children, repeating words and encouraging conversations. Staff ask questions and children are given time to think and respond. Children enjoy engaging in story time sessions and talk about what is happening during the story. Staff have undertaken specific training and, as a result, provide targeted intervention groups to boost children's language skills.
• Overall, partnership with parents is strong. Staff provide parents with daily updates and photos about their child's day. Parents are invited in for weekly stay-and-play sessions to create a link between home and the pre-school. Parents are very complimentary about pre-school. They value the nurturing staff team and the home-from-home environment that staff provide. However, leaders have not fully considered how to consistently keep parents well informed about children's specific next steps in learning and how this can be further supported at home.
• Children receive very close support during times of transition at the pre-school. The managers and staff work in close partnership with local schools that children will move on to. Children have opportunities to visit the school and teachers come to see them at the pre-school. In addition, the pre-school runs weekly transition afternoons for older children to focus on the skills they need. This helps to create a smooth transition for children as they start school.
• Staff plan effectively to build on children's independence and self-care skills. They offer children consistent opportunities to achieve skills which will support them to progress to their next stage of learning. For instance, children wash their own hands and learn to put on their own coats and shoes. Children enjoy the responsibility of setting up for lunch, clearing their plates and putting their waste into the bin. Staff set up the pre-school environment to encourage children to be confident in choosing what they want to do each day.
• Staff support children to be healthy. Children have ample opportunities to be physically active. For example, they access the well-equipped outdoor area each day and enjoy walks into the local community. Staff teach children about healthy eating and the importance of good oral hygiene. They provide children with healthy snacks each day, and parents are supported to understand what makes a healthy lunch box.

What the setting must and should do next

The provider should:

• support staff to recognise and extend learning opportunities to consistently raise teaching to an even higher level
• strengthen information sharing with parents to share children's precise next steps and how these can be supported at home.