The Coppice Pre-School and OSC

What is it like to attend this early years setting?

The enthusiastic staff build close bonds with children at this nurturing setting. Children are eager to attend; they arrive with smiling faces. Even those new to the setting wave happily to their parents. They hold hands with staff and have animated conversations as they walk into the setting. This demonstrates that children feel settled and safe. The curriculum is planned to support all areas of children's learning. Staff focus on teaching children the skills that will help to prepare them for their transition to school. For example, children have many learning opportunities to support their finger strength and manipulation. Staff know this will help them when they learn to write. Children benefit from outdoor experiences. They are delighted as they explore the 'spiky' outer shell of conkers. Staff help children to compare this with the 'smooth' conker they find inside. Children expand their vocabulary as they learn about nature.

Staff consistently demonstrate kind and caring behaviour. They give children regular praise, commenting on the precise behaviour or skill the praise is for. Children respond well. They work hard, eager to be recognised for their achievements. Behaviour is good, and children demonstrate a positive attitude to learning.

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

• The leadership of the setting is good. Staff are supported through regular supervision sessions and team meetings. They talk about regular training, which they use to build their knowledge and to improve practice. Staff say they feel motivated. Staff retention is good.
• The daily routine is planned well. Staff have developed innovative ways of helping children to remain engaged throughout the day. For example, children know to stop and listen at the sound of the tambourine. They know this signifies a change in the routine. A photo timeline further supports children to understand and predict what will happen next in their day. This helps children to remain engaged in their learning.
• Physical development is promoted well. Children take part in physical development sessions where they are encouraged to jump, crawl and stretch. Staff support children's hand-eye coordination as they build with bricks. Children make good progress in their physical development.
• Children have many opportunities to build their mathematical knowledge. They are encouraged to sort, match and count as they play. Staff help children to consider if items are heavy or light. Children practise mathematical skills that will help them in their future learning.
• Staff want children to be independent. They plan for children to manage tasks, such as handwashing, by themselves. However, on occasion, children do not have sufficient time to complete tasks for themselves. Staff quickly intervene to offer support. As a result, children are not always encouraged to preserve at tasks that support their growing independence.
• Children enjoy looking at books and being read to. Staff know the importance of reading to support children's language development. Songs and rhymes are also used throughout the day. Children are eager to join in with familiar songs. They develop recall skills that are helpful when learning to read.
• Partnership with parents is good. Children's next steps are shared with parents along with ideas for supporting learning at home. Any gaps in learning are quickly identified and referrals are completed where appropriate. Staff work closely with specialists to ensure that all children, including those with special educational needs and/or disabilities (SEND), make good progress.
• Children benefit from the strong partnerships that have been developed between the setting and the school they are situated in. For example, children use the school hall for physical activities. They see the teaching staff regularly, and children attend school events. Children become confident in the school environment. However, links with any other settings that children attend are less effective. Information is not consistently shared about children's current development and next steps. As a result, children's care and learning are not always consistently planned.
• Older children who attend the breakfast club demonstrate good behaviour. They share resources and use lovely manners, such as saying 'please' and 'thank you' to staff and friends. They show care for the younger children, talking to them and inviting them to join their play. Children say they enjoy the activities and the food at breakfast- and after-school club.

What the setting must and should do next

The provider should:

• allow children sufficient time to complete tasks for themselves to encourage them to persevere and to support their increasing independence
• strengthen links with the other settings that children attend to support a more consistent approach to their care and learning.