Swanmore Pre-School

What is it like to attend this early years setting?

Staff consistently help children to develop a love of reading and books. Children sit enthralled when adults read stories to them with energy and passion. Staff ask children thought-provoking questions about these stories. This helps children to think in more detail about the characters. In addition, staff support children to borrow books from the pre-school 'library'. Children talk to staff about the stories they choose, investigating the pages happily together.

Adults gently encourage children to solve problems. For instance, staff support children to work together to complete a variety of puzzles. They ask children to discuss the safest way to ride scooters and give children the language they need to ask for help. This develops children's critical thinking skills and builds on the secure relationships they have with staff.

Staff have created an inclusive learning environment for all children, including children with special educational needs and/or disabilities (SEND). For example, staff engage children's interests outside by growing plants together that are safe to touch and taste. This nurtures children's independence and curiosity. In addition, staff talk to all children about respecting the needs of others. This helps children with different strengths build positive relationships with each other.

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

• Staff provide effective support for those children who are starting school. They find creative ways to help children discuss their feelings about the move, such as by feeding their worries to a 'worry monster'. Staff work collaboratively with the schools that the children will attend. For example, they invite teachers to the setting, share detailed information with them and support children on transition mornings in their new class. Consequently, children talk confidently about their feelings and are well prepared for the move to school.
• Leaders have devised a well-sequenced curriculum that targets every child's learning and development. During planned focus weeks, staff closely observe individual children to gain deeper insight into their experiences. They use this information during frequent staff meetings, to scrutinise the progress each child is making. This helps staff to adapt the curriculum so that children make consistent progress in their individual areas of need.
• Staff collaborate well with parents. They provide regular advice that helps parents support their children to continue to make progress at home. In addition, staff connect parents with specialist professionals to help address children's specific areas of need. As a result, parents report positively on their relationships with staff and feel that their children are making very good progress in their confidence and social skills.
• Staff follow children's interests closely. They ask children frequent questions about what they see and do. However, on occasion, when lots of children are speaking at once, staff do not always recognise that some children miss the information they need to progress. This means that occasionally misconceptions are not identified.
• Staff coordinate events in the local community, such as fundraising Easter egg hunts. Leaders also plan some exploration of different nationalities. For example, they arranged a visit from a French language speaker, and children learn about Chinese New Year and Diwali. However, staff do not consistently provide children with wide opportunities to learn about cultures and communities different to their own. This does not help children prepare for life in modern Britain.
• Leaders have implemented an effective staff development system. Staff regularly attend a variety of courses to broaden their professional skills. Staff share their new knowledge and skills well among the team. Leaders work together with parents, such as by inviting them to attend some training with staff. This helps to raise specialist knowledge among all adults and provide consistency of care between home and the pre-school.
• Staff have high expectations for children with SEND and understand their needs well. For example, staff support children with additional needs to interact positively with their peers. Staff model calm voices, friendly body language and clear facial expressions well. As a result, children with SEND build social confidence and make good progress with their communication skills.

What the setting must and should do next

The provider should:

• enhance staff teaching strategies to help children fully understand new learning during group activities
• extend the curriculum to provide further opportunities for children to learn about cultural diversity and different communities different to their own.