The Barn Preschool

What is it like to attend this early years setting?

Leaders and staff provide children with a stimulating and exciting environment that they confidently explore. All children, including those with special educational needs and/or disabilities (SEND), develop positive attitudes towards their learning and make good progress from their starting points. Staff know the children and families very well. They use this knowledge to provide an ambitious curriculum that is sequenced and builds on what children already know and can do. Leaders and staff follow the 'Hygge' approach and have received an accreditation for its implementation.

Leaders and staff encourage children to be independent and to gain the necessary skills they need for their next stage in learning and eventual move to school. For example, they wipe their own noses, disposing of tissues hygienically. They learn to dress themselves in preparation for outdoor play with minimal support and create their own games, sharing the rules with their friends.

All children know the routine of the day. Even the youngest children know what is coming next and follow instructions very well. Leaders and staff are very good role models, which is reflected in how children behave and the connections they make with others. Children behave well and are kind and caring to one another. For instance, they share resources easily, patiently wait for their turn and alert staff when another child is feeling sad.

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

• Leaders are very passionate about their setting and want to provide a home-from-home environment for children. They have a good understanding of how children learn and develop and have a clear vision on what to provide to support this. This vision is shared with the staff and is evident in their enthusiastic, patient and positive attitudes.
• Overall, leaders and staff know the children and their families well and understand what they want them to learn next. However, on occasion, when children's next steps have changed, not all staff are made aware. This does not always ensure that children's learning is tailored to their specific needs.
• Staff communicate well with parents. They use online communication systems to create a two-way flow of information. This provides parents with an understanding of the teaching methods, the curriculum approach and ongoing progress their children make. Leaders continuously encourage parental involvement and create a sense of community. For example, parents bring in resources for children to use and they attend events such as a summer barbeque where they can meet other families.
• Leaders and staff support children's growing communication and language skills well. They narrate what children are doing to allow them to hear the words correctly spoken. Staff encourage children to take turns when listening and speaking together. Staff use everyday tasks to build on children's developing language skills. For example, staff sing to children while they have their nappies changed. Staff regularly share stories with children and talk to them while they get ready for the outdoors. Children are confident and chatty. However, on occasion, some children become frustrated as staff do not always use the agreed strategies to support children to engage in conversations. Despite this, they are able to engage in the activities, have fun and understand what is required of them.
• Leaders and staff build children's understanding of their emotions and resilience skills well. They allow children to have a go at tasks they might find tricky at first, and they expertly know when to step in to offer support. Staff use positive language and give children the words they need to ask for help. Children persevere with tasks and will support each other before asking for help. For example, children help to find their friends' gloves before going outside. Staff offer children lots of reassurance and are always on hand to provide cuddles when children need comfort.
• Staff teach children how to keep themselves healthy. They talk about what food keeps them healthy at mealtimes and when playing in the play kitchen. Children have access to regular exercise and opportunities to develop their motor skills. For example, they balance, jump, run and climb.

What the setting must and should do next

The provider should:

• strengthen staff's understanding of what children need to learn next so that their learning is targeted to help them to make continued progress
• develop teaching of speech and language further, so that those children who are still developing their own language skills feel listened to and can take part in conversations.