Sweet Peas Pre-School

What is it like to attend this early years setting?

Children eagerly arrive at the pre-school and demonstrate that they feel safe, happy and emotionally secure. They form close bonds with all staff, including their key person, and make friends with others. Children are enthusiastic learners and become quickly absorbed in their play.

Staff actively encourage children to develop their independence and sense of responsibility. Children behave well and are taught the importance of being respectful to others, to share and take their turn. Children receive praise for their efforts and achievements. This develops their self-esteem and motivates them to continue to persevere at their chosen task. Children proudly share their dough creations and the marks they make on paper and envelopes in the 'office'. They explain that the marks on paper represent words such as 'mummy'. Older children can write their name.

Children thoroughly enjoy exploring the 'sand garden'. They pretend to bury treasure in the sand and eagerly demonstrate how they can balance and move across the cable drums and tyres. They have fun and laugh as they wobble, before stretching out their arms to steady themselves. Children immerse themselves in imaginary play. They handle knives to cut real vegetables and make pots of tea using cold water and real tea bags, before serving this to their friends.

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

• The manager and the staff team provide good quality care and learning experiences. They structure the curriculum to support and build on what the children know and can already do. The manager values everyone's contribution to the pre-school and places a strong emphasis on the staff's well-being. There is a strong team spirit. Staff regularly attend training to enhance their existing good knowledge and are continually looking at ways to improve the pre-school.
• As children play, staff support their learning well. Staff make ongoing assessments of children's achievements. Consequently, they know the children well and understand their developmental needs and interests. However, on occasions, staff do not always make the most of opportunities that arise to extend and challenge children's learning.
• A welcoming and friendly atmosphere greets all children and their families. The partnership with parents is good. During the pandemic the manager and staff have maintained effective ongoing telephone contact with the children and their families. They have recorded stories and suggested activity ideas. Consequently, transitions back into the pre-school have been successful.
• Staff provide effective support for children in receipt of early years pupil premium and children who speak English as an additional language. Additional funding has been used to buy resources to develop children's communication and language skills. This has effectively supported children to develop their vocabulary. Older children confidently use language to describe what they are doing.
• Staff effectively support children with special educational needs and/or disabilities. They work closely with the child's family and other professionals. Achievable targets are set to promote the children's ongoing care and progression in their development.
• Staff have adapted daily routines, in view of COVID- 19 (coronavirus), to ensure the good health of the children attending. Alternative drop-off and collection arrangements are in place. Parents are currently not allowed in the building and children regularly sanitise their hands. Staff provide children with a variety of healthy foods for their snack and encourage physical activity.
• Staff promote children's interest in books and familiar stories. Children readily choose their own book and sit quietly in the cosy book area. Older children narrate stories as they look at the pictures and younger children learn how to handle books appropriately.
• Children demonstrate that they are ready for the next stage of their education. Every opportunity is provided to support children's developing independence and their understanding of the importance of good behaviour. Children confidently access activities. They talk to other adults and learn to listen. The manager makes links with local schools to ensure continuity in the children's care and learning when the time comes to move on.

What the setting must and should do next

The provider should:

• support staff to better recognise and make more effective use of spontaneous opportunities to extend and challenge children's learning.