The Hollies Pre-School Limited

What is it like to attend this early years setting?

Children are happy and settle quickly into this home-from-home pre-school. Staff interact with children in soft and caring ways. All staff prioritise treating every child as unique and get to know children well. They design the curriculum to support children to develop their emotional well-being. Staff support this throughout the day through positive praise and supporting children to regulate their emotions. The setting has a long-standing staff team, who know children and their families extremely well. As a result, all staff have a clear overview of how they can support children to feel confident and at home within the pre-school. Staff are positive role models. They communicate the routine of the day to children. This helps children to understand what is coming next and supports smooth transitions within the pre-school.

Outdoor learning is a key feature in all children's daily routine. Staff plan free flow between inside and outside to allow children to make their own choices. They promote children's physical development well. For example, staff encourage children to use crates to stack, climb and balance in the garden. This supports children to take appropriate risks and develops their gross motor skills. Overall, children behave well. They engage their peers in their play and all children enjoy listening to stories and songs together.

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

• Leaders have worked to create strong partnerships with parents and carers. The carefully designed settling-in process for families and their children is unique and supportive. For example, all families attend a welcome evening to be introduced to all staff prior to their children starting. Parents receive an overview of what the routine is like for children and their expectations. This helps families to have trust and reassurance in the pre-school's process.
• All staff know children well. Staff interact with children during their chosen play activities. However, at times, they do not consistently respond and adapt their teaching to build on what children already know and can do. For example, during spontaneous play, staff do not follow children's lead when attempting to solve problems. This does not keep children engaged and working towards their next steps in development at these times.
• Children have settled well into the new term at the pre-school. Children who have recently joined the pre-school have already started building bonds with their peers and the staff who care for them. Together, they engage in circle time for a mindfulness session. This helps to support children's emotional well-being and self-esteem.
• Staff identify and support children with special educational needs and/or disabilities within the pre-school. They allow children the time and space they need to settle into the pre-school. This allows them to get a true picture of when children may need a little more support. Staff make referrals in a timely manner. They work collaboratively with multi-agencies to gain the correct support for children.
• Staff report feeling happy and valued in their roles, which is reflected in the long-standing nature of the team. Regular supervision sessions provide opportunities for staff to receive support and constructive feedback from leaders. This helps to ensure that staff have a clear understanding of how they can continue to improve their practice within the pre-school.
• The curriculum for communication and language is strong. Staff offer useful group times to encourage children's attention and listening skills. During group times, staff encourage younger children to be more active and follow along with action songs. Older children engage in longer stories and learn about new concepts. As a result, children engage with these sessions extremely well and they are suited to children of all ages.
• All staff support children to make healthy choices. They provide a daily of snack to all children and have regular discussions about healthy foods. Staff work together with families to make sure that children's packed lunches are healthy. Leaders also share the pre-school's healthy eating policy. This partnership working enhances children's understanding of developing healthy lifestyles.

What the setting must and should do next

The provider should:

• support staff to respond and adapt their teaching to ensure that it builds consistently on what children know and can do.