The Friary Pre-School

What is it like to attend this early years setting?

Children excitedly arrive at pre-school and leave their parents with ease. They show curiosity and eagerness to learn and are keen to investigate the activities provided. Children demonstrate they are comfortable and feel safe in the child-friendly, familiar environment. They relish their time outdoors and engage in play with their friends. They have established close bonds with all the staff, who speak knowledgeably about the children attending. It is evident through conversation that they fully consider and respect children's individuality. Staff use assessment well and invest time in getting to know the children. Staff successfully plan activities and a varied curriculum around children's interests and what they need to learn next.

Children demonstrate good independence skills, as these are positively encouraged. For example, they put their own coats and boots on in preparation for playing outdoors. They help prepare their snack as they butter toast and use tongs with skill to select vegetable sticks and fruit. Children can initiate their own play and learning as resources are accessible to them. Their creativity and early writing skills are fully supported throughout. For example, they spend time at adult-led activities, as they practise cutting using scissors and making collages and masks. They have access to writing materials and are encouraged to write their names on their creations.

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

• Children benefit from a broad and ambitious curriculum. Staff use initial assessments well and know what the children need to learn next. They positively follow children's own interests when planning activities. Staff challenge children's thinking. For example, when children find snails in a play tunnel, they are encouraged to think of how to care for the snail and where it could live safely. They study the creature with fascination and recall what they have learned, as they tell visitors to the setting that snails hide in their shell when they are scared.
• The manager demonstrates a commitment to providing all children with the best possible learning opportunities. She has a good understanding of the importance of monitoring staff's practice and supporting staff with their own professional development. Training is positively encouraged, and staff's individual skills and ideas are welcomed to further enhance the curriculum. Staff speak with enthusiasm about their roles.
• The well-established key-person system in place promotes children's emotional security. All children, including those who require additional support, settle quickly and confidently engage in activities. Children show fascination and sustained levels of concentration as they plan to make a water park. They work together and drag water in a barrel to where they want it, and giggle as it spills. Staff are very skilful in their intervention as they make gentle suggestions as to how this may work. They ask if children might need their wellington boots to keep their feet dry. Staff introduce new words, such as 'tidal waves', to broaden their vocabulary.
• Staff invest time in getting to know the children and their family. They encourage the two-way flow of information with parents, who share what they know about their children. Parents speak positively about the care and education provided for their children. They welcome the home activities and ideas to continue learning at home. Parents comment that 'the amazing staff go above and beyond their expectations', and that they feel fully supported. They speak of their gratitude for 'the superb effort and support' they receive.
• Children's behaviour is good overall. Staff have high expectations for children attending, and children understand what is acceptable. The session runs seamlessly throughout the morning, and children are engrossed in their play. However, some quickly lose concentration and are distracted when the group comes together at lunchtime. Some children find it difficult to concentrate and sit still and disturb the session for those who want to participate.
• All children make good progress. This includes children who require additional support. The pre-school's special educational needs coordinator is very knowledgeable and experienced. The setting is inclusive, and children receive the support they need to enjoy a meaningful day. Professional but friendly relationships have been established with the parents and outside agencies, to ensure that they are informed and fully involved in the education and support provided for their children.

What the setting must and should do next

The provider should:

• support staff to engage children and help them to remain focused during large group activities and when preparing for lunchtime.