The Brislington Village Pre-School

What is it like to attend this early years setting?

Staff prioritise children's emotional well-being. They support all children to feel a sense of belonging by attending the pre-school. Children form close bonds with their key person and seek comfort from them throughout the day. Children are very familiar with the routines and follow these well. Children behave well, and even the youngest children share and take turns with their friends.

When children start, staff complete home visits and establish positive parent partnerships from the outset. Children have individualised plans for settling in, which helps them to settle quickly. Staff know the children well and are confident in supporting children's next steps. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

Staff are passionate about outdoor learning. They ensure that all children, particularly those from disadvantaged backgrounds, have opportunities to explore the natural world around them. Children regularly visit their local allotment and enjoy planting, caring for and harvesting their own produce. Children then bake and cook their produce, learning about the importance of health and nutrition.

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

• Leaders have clear aims for their curriculum. They know what they want children to learn and why. They work in close partnership with local schools to understand what they want children to be able to do before starting school, and this is woven into their curriculum. This means that children are well prepared for the next stage in their education.
• Staff skilfully use observations to assess what children know and can do. The pre-school room builds on the skills and knowledge children have gained in the toddler room. Children make good progress, and staff know how to identify and support children's next steps.
• Children have lots of opportunities to develop their communication and language skills. Younger children enjoy choosing their favourite songs to sing. Staff encourage them to join in with the actions, and children join in enthusiastically. Staff teach children new vocabulary through modelling language and ask them some questions as they play. However, some staff do not consistently use a range of questioning, such as open-ended questions that give children opportunities to extend their thinking.
• Staff encourage children to develop their independent skills. Even the youngest children learn basic hygiene practices and are supported to wipe their own noses and wash their own hands. Older children confidently put on their own outdoor clothing and boots before going outside. Children learn to safely manage risks for themselves. For example, younger children have daily opportunities to develop their physical skills on a climbing frame.
• Children learn to respect their friends and the environment. Staff discuss with children about what makes them unique. Children are engaged in their play, and they learn to appreciate differences and play cooperatively with their peers.
• Parents share positive feedback about the pre-school. They are happy with the support they receive from staff and are pleased they have the opportunity to share relevant information about their children's interests and routines. Staff share regular ideas for how parents can support children's learning at home.
• Leaders ensure that the pre-school is fully inclusive and meets the needs of children with SEND and those in receipt of additional funding. Referrals are made in a timely manner to ensure that children have the right help at the right time. Leaders work in partnership with families to seek support from external agencies as needed.
• Leaders are very reflective and continually evaluate to make changes and improve the provision for both children and staff. Leaders provide supervision and coaching to staff to support them to carry out their roles even more effectively. They ensure that staff complete regular training to raise the quality of their teaching even further.

What the setting must and should do next

The provider should:

• strengthen staff questioning techniques to provide children with opportunities to further develop their communication and language skills and help them to think critically.