The Chapel In The Valley Pre School

What is it like to attend this early years setting?

Children are happy in this calm and welcoming pre-school. They take part in large group discussions and excitedly share news about their week with each other. Learning activities are purposeful. Children develop creative skills through sticking materials to create pictures. They dress up with their friends as part of pretend play. In the outdoor area, they experiment with ice in big trays and play with the toy kitchen.

Behaviour is very good. Children take care to look after toys and help to tidy up. At snack times, they sit sensibly in groups at tables and use china cups and plates. Children manage transitions in the day extremely well, for example, when moving from group time on the carpet to free play. Children happily play with and listen well to each other throughout the day.

The staff make the most of the local area, including taking the children on trips to the park or to post letters. The owner, who is also the manager, uses her field next to the pre-school for learning activities. Children learn to climb, balance and jump from logs with help from staff. The owner teaches groups of children how to safely care for her horse. Children learn about the natural world and delight in discovering different types of plants.

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

• The owner has worked hard to develop a setting, which is incredibly homely. Staff have organised the hall into distinct spaces, including a book area with a cosy sofa and rugs. This organisation and attention to detail promotes a comfortable feel. Staff make every effort to create an engaging environment through the use of interesting real life objects, such as old fashioned tea pots and jugs. Framed photos of the children with their families on display help develop a sense of belonging.
• The owner has a clear vision for how she wants the children to learn. There is a regular structure to the day with both formal learning opportunities and 'free play'. Important concepts are taught as part of a 'running thread' where children learn over a long period of time. For example, children learn how to use resources safely and take care of the toys in the setting. Staff encourage children to use their imaginations and development mark making skills by experimenting with different materials such as chalk or pens.
• Staff are enthusiastic and develop good relationships with children. They can confidently discuss their key children and what they need to learn next. Staff work hard to ensure new children settle quickly and feel part of the pre-school. Children with English as an additional language are well supported and thrive in the pre-school.
• Teaching across the curriculum is good. Staff actively play with the children to teach them new ideas and develop their confidence. They use questioning to deepen children's understanding. However, they sometimes miss opportunities to extend mathematical learning and vocabulary during children's free play, particularly in relation to numbers and measures. As a result, children do not make as rapid progress as they could in mathematics.
• Provision for children with special educational needs and/or disabilities (SEND) is good. The special educational needs coordinator (SENCo) is very knowledgeable and quickly identifies children who need additional support. Staff work closely with other agencies and swiftly put into place their recommendations. Staff provide parents of children with SEND with a good level of support.
• Parents are very happy with the service provided at the preschool. Staff provide termly reports to parents which support them in knowing their children's next steps. Parents share information with staff when they drop off their children. However, some helpful information provided by parents is not always recorded or shared as well as it could be. As a result, occasionally there are missed opportunities in further supporting children's emotional development.
• Leadership and management is good. The owner carries out regular supervisions of staff and provides good training opportunities for them. She recognises and values the contribution they make. Staff well-being is high.

What the setting must and should do next

The provider should:

• strengthen the use of information from parents so all staff are fully aware of how to support each child's development
• sharpen teaching in mathematics to provide more opportunities for children to deepen their understanding of numbers and measures.