The Community Pre-School

What is it like to attend this early years setting?

A skilled and dedicated staff team provides a stimulating and enriching learning environment that draws children in and captivates their interest and curiosity. Staff establish strong relationships with children and parents. This means that children settle quickly and feel safe and secure. Staff know children well and this enables them to plan an exciting and ambitious curriculum. All children, including children with special educational needs and/or disabilities, are supported to make progress in their learning and development. Staff interact effectively with children to sustain their interest and motivation. For example, when children are trying to negotiate their way up, over and across a climbing frame, they are guided by attentive staff asking well-placed questions. This helps children to understand how to move and position their bodies safely.

Staff fully encourage all children to be independent learners. This supports children to be ready for their transition into school as staff help them to develop the skills they will need. For example, well-organised group activities and story times help children to develop their listening skills and understand the importance of taking turns when speaking. Staff are positive role models. They gently support and guide children to develop good manners, and children learn to show respect and kindness towards others. For example, children offer their hand or a hug when another child is upset. This creates a caring and nurturing atmosphere

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

• The manager is extremely committed and has worked very closely with the management committee and an adviser from the local authority to implement changes since the last inspection. Safeguarding procedures have been strengthened as suitability checks have been processed for all committee members.
• The manager and staff work well together as a team. They create a welcoming and inclusive environment where everyone is valued and respected. Effective systems are in place to support and coach staff, which enables them to reflect on and develop their practice and identify further training needs. Staff have a deep understanding of child development. They plan and deliver a meaningful curriculum that supports all children to make progress and succeed in their learning.
• Staff support children's health and physical development, providing regular access to outdoor activities. Children relish visiting their allotment where they learn how to grow their own vegetables. They learn to handle tools and develop strength and coordination as they dig in the soil to find potatoes. All children benefit from fresh air and being able to practise and extend their physical skills.
• Parents are extremely positive about the pre-school. They comment that staff go
• 'above and beyond' for children, helping them to make progress and also giving extra support when required. Parents value the time that staff spend helping children to settle in. They feel reassured that staff provide a caring and safe environment where children learn to explore and develop their independence.
• Staff encourage children to recognise and use numbers during their play. For example, children count confidently as they make play dough cakes. Staff help children to learn early subtraction when they hand out the cakes to their peers. However, staff do not further enhance children's problem-solving skills.
• Staff provide a wide variety of engaging activities to support and develop children's growing language and communication skills. Children huddle around adults to share books and listen to stories. They show their understanding of the text by answering questions and discussing characters and events. Children thoroughly enjoy singing times and group quizzes. They listen carefully to questions and recall facts they have learned. For example, children consider which sea creatures have tentacles and suggest octopus and jellyfish as answers. Staff and children praise the efforts and achievements of others. Children develop positive self-esteem.
• Staff provide a variety of meaningful opportunities for children to gain a deeper understanding of their local community and the world in which they live. For example, staff have established regular links with a local care home. Children have fun interacting with older members of the community and they enjoy taking part in physical activities together during 'Boogie Beats' sessions.

What the setting must and should do next

The provider should:

• strengthen staff's interactions to help children build on their problem-solving skills.