The Corner Pre-School

What is it like to attend this early years setting?

Children arrive happily and follow the pre-school arrival routine. They confidently find their names and independently place their belongings away. Children demonstrate close relationships with staff, who welcome them warmly. Together, they talk about their morning, and the children discuss their siblings who have gone to school. Children communicate with confidence among their friends and staff.

Children appear to feel comfortable and safe in the environment. They gladly greet their friends and get involved with the different resources set up for them. For example, children are immersed in imaginative play with toy trains and pretend bug hunts. Children demonstrate a good understanding of respect for one another as they learn to share and take turns as they play.

Leaders implement a curriculum that is ambitious and interesting. It is planned to provide children with knowledge to support their future education. Leaders develop learning, for instance, that increases children's knowledge of life cycles and small insects. Children demonstrate their knowledge as they discuss how caterpillars turn into butterflies and spiders lay eggs. Children gain information that interests them and inspires their learning.

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

• Staff demonstrate clear knowledge of their key children's development during their time at pre-school. For example, they discuss children's starting points and demonstrate how ongoing assessment has supported children's progress. Parents know their child's key person well and regularly receive information about their learning. Key-person relationships are secure and effective.
• Children's communication skills are promoted well by staff. For example, children learn the words for different insects as they explore their 'minibeast' topic. Children begin to use vocabulary, such as 'tarantula' and 'scorpion'. Staff encourage them to look at differences and use different language to describe them. Children become confident communicators and gain interesting learning about the world around them.
• Staff provide children with plenty of opportunities to explore a range of stories. For example, staff read with enthusiasm in the book corner with small groups of children. Children show excitement and remain engaged in different narratives for long periods. Staff also provide books for children to take home regularly. This means that children's love of reading is supported and increased.
• Overall, planned activities are implemented well. Children engage in experiences and gain learning through positive interactions with staff. However, occasionally, teaching interactions do not extend children's learning. For example, staff do not consistently identify misconceptions or check children's understanding of the subject matter being taught to further build on their knowledge.
• Children are physically active in their play. They demonstrate control as they balance on equipment in the garden. Staff build on children's interests and encourage them to jump from a low height. Children are confident and independent as they try hard to jump with two feet. Children demonstrate they are proud of their accomplishments as they smile and clap with delight. Children build good physical skills.
• Children receive instructions from some staff about what is expected of them. However, at times, this is inconsistent. For example, children do not consistently receive an explanation about why certain rules are in place. This means that, occasionally, some younger children do not have a clear understanding of why rules are in place and do not follow them.
• Staff recognise how to build on children's understanding of good health. For example, during snack time, staff talk to children about the benefits of consuming fruits and vegetables. Staff also discuss the benefits of drinking milk to support healthy teeth and bones. Children consistently receive messages that increase their understanding of how to lead a healthy lifestyle.
• Leaders have a clear oversight of their provision. They ensure all children have full access to their entitlement to education. For example, they closely support children with special educational needs and/or disabilities. They work with professionals, such as speech and language therapists and educational psychologists. Together, they implement effective plans to support children to achieve the best outcomes.

What the setting must and should do next

The provider should:

• develop teaching interactions to further extend children's learning
• implement behavioural expectations clearly and consistently to support children's understanding of why rules are in place.