The Hendreds Preschool

What is it like to attend this early years setting?

Children arrive at the pre-school full of enthusiasm. The staff team fosters a friendly, stimulating atmosphere that encourages children to form strong relationships with all staff. Children freely explore a wide variety of engaging activities that support their overall development. The well-organised learning environment promotes children's independent exploration and imaginative play. For example, children 'call' their parents on pretend phones, confidently using appropriate conversational language they have learned from staff. This showcases their growing communication skills.

Staff consistently act as positive role models and promote respectful behaviour and kindness. They have high expectations of children's behaviour, encouraging them to follow the rules and boundaries in place. For instance, younger children begin to understand turn taking and sharing, while older children thoughtfully include their younger peers in independent play. This nurturing environment fosters empathy, cooperation and a strong sense of community among the children and staff.

Staff make good use of their secure knowledge of child development to provide experiences that children enjoy. For example, they listen attentively and respond warmly to children's interesting stories about their home experiences. Staff celebrate children's efforts and achievements, which helps to motivate each child to do well. This supports the development of children's self-identity and self-esteem.

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

• Since the last inspection, leaders have worked tirelessly with local authority advisers, committee members and parents to drive significant improvements. Their collaborative efforts have led to a noticeable enhancement in children's outcomes. Due to the extensive support, leaders regularly evaluate the provision and make meaningful changes. For example, the development of an inviting outdoor learning area has been made possible through parent and local community support. Children express a great appreciation for the newly refurbished pre-school garden and enjoy whizzing around on the track with wheeled toys, sand and water play and opportunities for social interaction.
• The curriculum is carefully designed around children's interests and developmental needs. Staff skilfully support children's communication and language skills by engaging at their level, offering real-time commentary and modelling clear language. Activities such as singing, signing and visual prompts help to reinforce children's understanding and increased vocabulary. Story sessions are delivered in small and large groups, with children eagerly completing familiar phrases. This helps to strengthen their existing love for books, as well as their concentration and focus.
• Children with special educational needs and/or disabilities are well supported. Staff accurately observe and assess children's development and implement targeted support plans to help address any emerging gaps. Staff training is provided to meet children's specific care or health needs. Any additional funding is carefully used to ensure appropriate one-to-one or small group support, such as language groups to aid children's speech.
• While the curriculum is thoughtfully planned, during adult-led activities, staff do not always engage all children equally. Occasionally, staff pay more attention and focus on the more confident children, which results in quieter children being overlooked. At these times, opportunities for some children to express themselves and fully benefit from the learning experiences are limited.
• Mealtimes are well structured, with staff and children sharing healthy snacks together. Staff promote hygiene routines and use these moments to teach children about nutrition and well-being. For example, they discuss how certain foods help the body to fight illness. These conversations encourage healthy habits and deepen children's understanding of self-care.
• Children learn about a range of religious and cultural celebrations, such as Chinese New Year and Easter, through hands-on craft activities. These experiences help to broaden their understanding of various cultural traditions. Although staff acknowledge these celebrations, they do not consistently provide opportunities to help children explore the similarities and differences between their ways of life and those of other communities. This does not fully foster a richer understanding of diversity or promote greater cultural appreciation.
• Strong and trusting relationships are built with parents from the outset. Parents appreciate the open and effective communication from staff, including through newsletters, termly reports, an online platform and daily interactions. Parents are well informed about their children's ongoing progress. They express gratitude for the dedicated and knowledgeable team and regularly implement ideas from the pre-school at home, to further support continuity in their children's learning.

What the setting must and should do next

The provider should:

• support staff further to more effectively deliver adult-led activities to engage all children who are taking part
• enhance the opportunities for children to learn about similarities and differences between communities and cultures.