The Grange Pre-School

What is it like to attend this early years setting?

Children are excited when they arrive at the setting. They are curious and delight in exploring the environment and testing out their ideas in the carefully laid out art area. Children are able to explore an environment filled with treasures and exciting new discoveries that spark their interests. Staff use skilful questioning with children to support them to think critically. This allows children time to process what they know and contribute their thoughts and ideas. Children's opinions are valued.

Children are able to follow instructions and complete small tasks independently. Children demonstrate an understanding of boundaries, and they are supported to manage their feelings and build relationships with others. They communicate with each other and resolve conflicts with adult support. Behaviour is managed well. Children are prepared for life outside of the setting and develop skills that will support them in their future learning. For example, when taking part in a food cutting activity, children persist with developing this skill and shout 'I did it!' when finally cutting through a carrot. Staff celebrate children's achievements, which contributes to their self-esteem.

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

• Children are provided with opportunities to experiment and problem-solve. They can test out what they already know and can do in a safe, nurturing environment. For example, when a tube of paint appears to be empty, children use torches to shine inside the tube to see how much paint is left.
• Children demonstrate a love of books and show how they can handle them with care and share stories with their friends. Story sacks are provided that the children can take home and share with their parents. These contain props and resources to support the story being told.
• Children are prepared for their next stages of development. Staff give careful thought and consideration to children's individual needs, including those with special educational needs and/or disabilities. Leaders work in partnership with other professionals to ensure that support is obtained for parents and children who may require additional services.
• Children are supported to make healthy choices when selecting food and through hygiene routines. Staff talk to children about invisible germs and the importance of washing hands.
• The setting provides cosy spaces where children can have some time to relax and look at books or discover unique and interesting pieces of equipment. Objects from around the world are displayed for children to investigate.
• Parents are kept up to date with their children's development and current activities within the setting. Parents are invited to attend 'stay and play' sessions where staff share ideas of how parents can support their children's development at home. Parents feel supported, and their opinions are valued.
• Staff are respectful of children's routines at home and are able to consider these when meeting the children's needs. They work in close partnership with parents and are sensitive to their family culture.
• Staff support children's communication development through their love of literacy, and they extend their vocabulary through discussions and questioning. Although children listen to music, staff do not consistently encourage them to join in with songs and rhymes to develop their communication even further.
• Leaders support staff development and ensure training is provided to build on existing knowledge and skills. Regular supervision sessions take place to ensure that staff's well-being is supported.
• Leaders are aware of their wider community and ensure that the children take part in local festivals and celebrations. Children and their families are invited to participate in these celebrations, and their contributions are recognised.
• Leaders and staff are reflective and forward-thinking, with clear aims for the pre-school. Leaders evaluate practice, and staff training is centred on the current needs of the children.

What the setting must and should do next

The provider should:

• provide children with regular opportunities to sing rhymes and songs to help develop their communication skills even further.