The Garden Pre-School

What is it like to attend this early years setting?

Leaders have made good improvements since the last inspection. There is an ambitious and well-designed curriculum. Staff build on what children know and need to learn next. They ensure all children make good progress in the prime areas of learning. For example, pre-school-age children make vegetable soup for their snack. They choose carrots, potatoes and onions. Staff model how to cut and peel safely using safety knives. Pre-school-age children copy and develop their finger dexterity. They engage in back-and-forth conversations with staff and improve their speaking skills. Pre-school-age children talk about where the vegetables come from. Afterwards, they write and draw recipe cards. Staff display their recipes on the wall. These children are proud of their efforts and show high levels of self-esteem.

All children have a strong sense of belonging. Pre-school-age children find their names and self-register on arrival. Staff teach these children about democracy. Pre-school-age children place their names underneath a picture of a storybook they would like to read before lunch. Later, staff count the names and read the book with the most votes. All children feel included. Staff have positive relationships with children and make them feel safe. For example, they help toddlers to make choices. They ask them if they want their name written on their artwork. Toddlers know their voice is important and they feel secure.

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

• Leaders have improved how staff support children with special educational needs and/or disabilities (SEND) effectively. Following training, staff have a wider knowledge and understanding of how they can meet children's needs. For example, staff help children with SEND communicate what they would like to do next. They provide a 'choice board' with visual cues. This helps children to understand the routine and improves their well-being.
• Children show resilience and develop their problem-solving skills. For example, pre-school-age children accept a challenge to make their way around the garden without touching the ground. They work together and lay wooden planks along the floor. Pre-school-age children take turns walking along the planks. They put their arms out and use their balancing skills to keep off the ground. Toddlers also gain confidence in their physical abilities. They hang upside down on a small climbing frame. Toddlers use their upper body strength to pull themselves up and move in between the rails.
• Children are curious and like to be independent. Toddlers decide to search for bugs and look through a magnifying glass. They broaden their knowledge of numbers and count how many they can see. Staff explain that objects become 'bigger' when they look through the glass. Pre-school-age children notice the bugs and go to find a book about insects. Staff ask pre-school-age children 'Why do insects camouflage themselves?' These children learn what camouflage means. They tell staff 'they may be afraid of big things'. Children gain a wider understanding of the natural world and expand their vocabulary effectively.
• Staff teach pre-school-age children how to manage their own safety. For example, they show children how to hold scissors safely when cutting. However, at times staff do not fully support pre-school-age children to understand the rules of the setting and follow instructions. For example, at times staff ask these children to stop what they are doing but do not explain why. Sometimes, these children do not follow the instructions because staff do not give clear explanations.
• Staff carry out an activity with pre-school-age children to develop their early writing skills. They teach them how to hold a pen and draw with accuracy. However, staff do not always manage distractions to ensure these children remain engaged and focused on their learning. For example, staff carry out adult-led activities with other children nearby. At times, pre-school-age children become distracted and do not extend their learning as well as they could.
• Leaders work closely with parents to further children's learning at home. For example, they set up a lending library for children and celebrate children's love of books. Pre-school-age children choose a storybook to take home and share with their families. Parents record what their children have liked about the book. Children talk about the book with staff when they bring it back.

What the setting must and should do next

The provider should:

• develop how staff support pre-school-age children to understand the rules of the setting and help them follow instructions
• manage distractions to ensure pre-school-age children remain engaged and focused on their learning.