The Avenue Preschool

What is it like to attend this early years setting?

Children arrive happy and excited as they are welcomed into the nurturing environment of the setting. They are ready to take part in their morning 'circle time'. Children who are new to the setting are very well supported. They very soon begin to learn the routines of the day. With support from familiar adults, they are happy to explore the bright and attractive play spaces.

The environment and resources support children's physical development. Children are encouraged to be physically active as they dance, climb, balance and run. Children strengthen the small muscles in their hands, as they make marks with paint brushes on the easel. Children are developing the physical skills they will need in the next stage of their learning.

Children learn how to share and take turns. When two toddlers want the same toy, staff patiently and calmly explain they have to wait their turn or choose a different toy. Staff encourage children to be independent and help them to manage their own self-care from a young age. They learn to put on their coats before going outside and about good hygiene routines, as they wash their hands before having a snack and lunch.

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

• Staff know the children well. They share planning, observations and assessments to help identify what children need to learn next. This includes the key skills that children need in preparation for school, such as being able to communicate clearly. Staff quickly identify where children need support, and then plan effectively to narrow any gaps in their learning.
• Most staff have a clear understanding of why activities have been planned and how these build on the children's existing abilities. However, others are less sure. This means that although all children enjoy the activities provided, some staff are less sure of the learning intentions. In addition, some staff are not clear about how to support children to make best progress.
• Staff encourage children to have a love of books throughout the nursery. Children show great enthusiasm and focus during story time, offering ideas and suggestions about what happens next. Children confidently choose which stories they would like to read and show a genuine passion for stories.
• Staff support children's creative development well. Children roll, squeeze and knead play dough to make their own models. They add lollipop sticks to create hedgehogs. Staff teach children new words, such as 'spiky', to describe their models.
• Staff support children's mathematical development effectively. For instance, they encourage children to count objects as they play, and point out different sizes and shapes in the environment. Staff sing number songs and rhymes to children. Children count securely and have a good understanding of shape and size.
• The setting has developed strong links to the local community. Staff often take children on walks. They visit the local library, beach and playgrounds. This helps to develop children's understanding of the wider world beyond their home and the nursery.
• Children with special educational needs and/or disabilities are well supported. The setting has strong links with outside agencies and works closely with parents to make swift referrals. This ensures that all children make the best possible progress they can.
• Staff are happy in their roles and comment they feel well supported. They say that the management team prioritises and values staff's mental health and well-being. The manager has adjusted ways of working to enable the staff to spend more time with the children and less time on paperwork.
• Arrangements for the supervision of staff are in place. However, areas of improvement for staff are not always clearly identified, which would enable them to develop their practice. Key training is not always identified other than what staff notice for themselves. As a result, not all staff are clear on their next steps in their professional development.
• Parents are extremely positive about the nursery and the staff team. They are very happy with their child's development and learning, and receive lots of information regarding what the children are learning.

What the setting must and should do next

The provider should:

• support staff to have a deeper understanding of the intent of the curriculum, so that children gain greater benefit from the learning opportunities during activities
• enhance supervision sessions to focus professional development opportunities more sharply on providing staff with clear targets, which will enable them to provide the highest level of education to children.