Swann Lane Pre-School

What is it like to attend this early years setting?

Staff have created a home-from-home environment, where children feel safe. Children beam with delight as they arrive each morning. They cannot contain their excitement to greet their friends. Staff know children very well. They plan a curriculum that promotes children's individuality and creativity. For example, children enjoy painting and dancing. Staff introduce children to rhymes from a young age. They speak clearly to children and support their growing vocabulary well. Children demonstrate excellent communication skills.

Staff help children to understand the significance of being kind, respectful and considerate towards others. Children learn the importance of developing friendships. They demonstrate good turn-taking skills and listen to the opinions of others. For example, children participated in voting for their favourite toys. This helped children to develop an early awareness of democracy.

Children benefit from a wide range of exciting experiences. Staff focus on supporting children's personal development. For instance, children are fascinated while having a visit from a reptile expert. They get to hold different animals and learn about their habitats. Children develop a good awareness of the wider world. They gain the necessary skills in readiness for their eventual move on to school.

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

• The setting has effective systems in place for self-evaluation. It reflects on ways to improve the quality of early education. For instance, new plans are in place to redevelop the outdoor space into a woodland area. Staff have completed training to support them in making these changes. This has developed their understanding of how to help children learn about nature.
• The setting provides children with an ambitious curriculum that builds on what children already know and can do. Children relish taking part in an array of activities. For example, younger children enjoy exploring their senses while making 'magical potions' from leaves and flowers. Older children giggle with delight while enacting the roles of police officers. However, some group-time activities are not implemented consistently well. For example, occasionally, some children lose engagement in their learning when group-times last too long.
• The setting supports children's communication and language skills incredibly well. Staff have attended training that helps them to identify children who may need additional support with their speaking skills. Staff expertly ask children questions during their play and listen to them with interest. Children are confident communicators who use a wide range of vocabulary.
• The setting supports children with special educational needs and/or disabilities (SEND) exceptionally well. Early intervention and external support help to narrow gaps in learning. Children with SEND flourish at this nurturing setting.
• The setting gives staff's well-being high priority. It ensures that staff are supported in their roles. Staff workload is manageable and their morale is high. A strong sense of teamwork pervades the setting.
• The setting supports children who receive additional funding well. They use funding to provide opportunities to children that they might not experience. For instance, children take part in football and yoga sessions. Children relish these rich learning experiences. They develop excellent physical dexterity and show a can-do attitude to new learning experiences.
• The support in place for children who speak English as an additional language is excellent. The setting ensures that staff are aware of children's home languages and use this during their play. Staff teach children new words and model speech with accuracy. Children gain a good command of English.
• The setting supports children to gain a good understanding of their local community. Children enjoy trips to the local supermarket, park and train station. Children are proud of where they live. A strong sense of community cohesion runs throughout this vibrant setting.
• The setting inspires children's love of reading. It carefully chooses books that captures children's interests and imaginations. Children enjoy visiting the local library and take books home to share with their families. They cuddle up to one another while looking at books and talk about their favourite stories. This puts children in good stead for developing good reading habits for the future.
• Care practices are good. Staff spend time getting to know children and their families when they first start at the setting. Children settle quickly and they have a strong sense of belonging. They behave well and know what staff expect of them. Staff are first-aid trained and they know how to deal with accidents and injuries. They are deployed well and supervise children with vigilance.

What the setting must and should do next

The provider should:

• review group-time activities, to help to keep children more engaged in their learning.