Teddies Preschool Ospringe Limited

What is it like to attend this early years setting?

Children who attend this setting are well cared for, and the highly-effective key-person system is well established, creating happy individuals. Staff provide an environment that is rich, purposeful and accessible, providing extensive opportunities for children to develop their independence. Adaptations, such as low-level tuff trays with cause-and-effect resources, enable younger children to engage fully. Creativity and imagination are consistently promoted by all staff. For example, children explore a 'home-from-home' corner with authentic materials, a large wooden train and a well-resourced mud kitchen, all in constant use.

Children new to the pre-school settle in quickly as individual needs are met to help them feel safe and secure. Highly engaging daily activities, such as the lively 'wake up and shake up' dance session, are used skilfully to motivate children, preparing them exceptionally well for focused learning and play. Children are fully engaged and play cooperatively with adults and their peers. They are consistently supported and rewarded with praise as they continue to develop awareness and respond to the wishes of others. Children make exceptional progress in their communication skills and build on what they know during play, commenting, asking questions and extending play further. Children with special educational needs and/or disabilities (SEND) are fully included, benefiting from targeted strategies and visual aids that ensure that they participate successfully and make strong progress.

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

• Managers have a clear and strong vision about what they want children to learn. There is a strong emphasis on communication and language skills embedded into the curriculum. Rich and purposeful opportunities enable children to broaden their vocabulary, express themselves with confidence and listen attentively.
• Staff are exceptionally well supported through joint observations, regular supervision sessions and targeted professional development. Ongoing training ensures that their knowledge and skills in safeguarding and the quality of education remain highly effective and continually strengthened.
• Managers and staff skilfully set up an environment that covers all areas of learning and that is focused on children's interests. For that reason, children are highly motivated and can sustain their focus for long periods of time.
• Children with SEND are supported extremely well by staff, and they benefit from being able to participate in several activities and group times that they may otherwise find challenging. Managers and staff competently use other ways to communicate effectively with children, such as British Sign Language and visual aids such as visual timetables and choice boards. As a result, all children develop greater confidence, independence and self-assurance, knowing that their individual needs are understood and met exceptionally well.
• Staff consistently use positive behaviour strategies, such as classroom rules, modelling good manners and developing children's understanding of emotions. As a result, children demonstrate highly positive attitudes and show kindness and a strong desire to help others. They respond promptly to adult guidance, follow instructions with confidence and participate fully in their learning.
• Managers have implemented a high level of physical activity in the routine. Children benefit from lively dance sessions, a weatherproof sports area and an indoor climbing frame, all of which are used purposefully to strengthen gross motor skills. These opportunities build children's balance, coordination and stamina, providing secure foundations for mastering more complex physical movements in the future.
• Managers and staff support children's early writing skills by providing several areas, including a 'creation station', where children confidently engage in making marks, cutting, sticking and exploring a wide range of materials. Learning is further extended as older children give meaning to their creations, demonstrating increasing independence, pride and a strong sense of achievement.
• The setting is committed to creating independent learners who are ready for the next stage in their education. Children are encouraged to serve themselves at snack time, attend to their own toileting needs and have good hygiene practices.
• Managers provide children with opportunities to learn about different cultures and celebrate diversity. For example, children try different foods prepared by parents and take part in different events throughout the year.
• Partnerships with parents are highly effective. There is a structured system in place for recording and tracking children's progress and identifying any gaps in learning. This collaborative approach ensures that parents are fully engaged in their child's development, supporting consistent progress and positive outcomes.