The Coton Green Church Pre-School

What is it like to attend this early years setting?

Children enjoy their time at pre-school. Staff know children very well and plan activities for them which link to their interests and next steps in learning. Children are currently learning about springtime and growing. Easter is being explored using a wide range of different activities and sensory resources. Children enjoy using a variety of different techniques to melt or crack blocks of ice. They use fine motor skills to squeeze pipettes, drawing up warm water to squirt over the ice. Children use larger physical movements as they use hammers to crack the ice, revealing hidden items such as little chicks or eggs.

Children feel safe and secure. They are confident and approach the inspector to invite them into their play. Younger children pretend to be doctors and listen to the inspector and staff's hearts. They take temperatures and decide staff are too hot. Cups of 'cold water' are fetched, to cool staff down. Children seek and receive reassurance from staff if they are unsure. They are given lots of cuddles. This helps to build their self-esteem.

All children enjoy time outdoors in the fresh air. They bounce balls and roll them down guttering to see which is faster. There is a range of push-along and ride-on toys for children to practise their physical skills. Children enjoy playing in the large sand area and role play kitchen. They learn about the world around them, particularly nature. The pre-school benefits from acres of space, which is used for a variety of outdoor adventures.

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

• The pre-school has recently undergone some significant changes in leadership. The nominated individual and manager left, along with other members of staff. That said, the trustees have nominated an individual to lead the setting through this period of change. This ensures there is no impact on the provision provided for children.
• Following COVID-19 restrictions being lifted, parents now bring their children back inside the setting at drop-off and collection times. Parents comment that staff are amazing and they are very happy with the care and support their children receive. Parents are delighted with the new reading book scheme, where children bring home books to read. However, more support could be given to parents to extend children's learning at home.
• The pre-school has a curriculum which is sequenced to build on what children already know and can do, and what staff want them to learn next. A strong focus is placed on communication and language. Children recall knowledge they have previously learned. When talking about owls and animals that come out at night, they know these animals are nocturnal. Staff skilfully introduce new words into children's play. When children are making rice change colour by adding ingredients, staff talk about the rice absorbing the food colouring.
• Literacy and a love of books are promoted well. Staff are extremely skilled at captivating and engaging children in stories. When listening to a story about an Easter egg hunt, children make the sounds of the animals and look for eggs. However, during some group activities, staff overlook quieter or less-confident children.
• Older children learn about feelings and emotions. Children listen to a story about feelings then choose a wooden spoon with an emotion face painted on, to represent how they are feeling. They are encouraged to talk about why they are feeling happy, sad or worried. Children spontaneously get up and give their friends a hug, and say, 'I love you' when a child is worried. This helps children to feel happy, safe and secure.
• Children behave extremely well. All children are taught how to speak kindly to each other and how to manage their own conflicts. Staff talk to children about using their voice to ask their friends to stop doing something they do not like, or how to ask nicely for a toy they want. Consequently, children are very good at listening, taking turns and sharing.
• Children with special educational needs and/or disabilities are supported well. One-to-one support is offered to help children participate alongside their friends. Excellent working relationships with outside agencies and other professionals ensure consistency. Staff provide progress reports and work on targets to support children in their learning. This ensures that all children make good progress in their learning.
• Children gain independence and self-care skills and learn the importance of healthy lifestyles. They enjoy healthy snacks and independently wash their hands after messy play or being outdoors and before eating. Some children brush their teeth after lunch with their own toothbrush and toothpaste. There is, however, scope to use the nursery routines more effectively in supporting children to gain even more independence.
• Highly qualified staff ensure the quality of teaching is consistently good. Staff have opportunities to access training to support them in their professional development.

What the setting must and should do next

The provider should:

• strengthen communication with parents to help further support children's learning at home, so children make the best possible progress
• in group activities, allow those children who have less confidence more opportunity to share their ideas and thoughts
• review the nursery routines to provide younger children with even more opportunities to be independent.