The Little Hut Pre School

What is it like to attend this early years setting?

Children's behaviour is exemplary. Children treat each other with high levels of respect and show remarkable, trusting friendships. They jump with excitement as their friends arrive and rush to greet them with open arms. This shows the superb friendships that children form at this welcoming pre-school.

Children listen with high levels of attention and concentration to the nurturing adults who care for them. They have a strong drive and show curiosity to learn. Children investigate exploration areas and independently select their own resources from the remarkable environment. For example, they carefully examine objects using binoculars and magnifying glasses. They demonstrate wonderful levels of imagination and offer giant acorns to visitors to hold. Children explain that they have to be careful as the acorns are 'dinosaur eggs'. They show high levels of engagement during these activities. Children carefully look for toy dinosaurs behind real, large, leafy plants. They take others on their imaginary 'safari' journey as they talk with excitement about what they can see.

Staff have high expectations of all children in their care. Young children immerse themselves in the sounds they make when banging together utensils and kitchen equipment, which staff have carefully arranged. They giggle as they jingle and bang metal tins and lids. Staff model simple rhythms and encourage children to repeat the actions. Children show excellent listening and attention skills as they successfully repeat the sounds back to staff.

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

• Leaders and staff share a remarkable vision that translates through their superb practice. They complete extensive research in to how children learn. Leaders and staff plan an exciting curriculum that ignites children's curiosity to learn. They design rich and inviting calm spaces in their wondrous setting. This helps them to expertly focus on promoting children's language skills. Children, including those who have special educational needs and/or disabilities, excel in all areas of their development. They engage in interesting and stimulating conversations with others. Staff pretend to encounter problems as they play alongside children. They ask children for help and provide thought-provoking questions to children. Staff provide inspirational teaching that helps children to feel trusted and valued.
• Leaders embed inclusive practice throughout everything they do. Their heart warming dedication to the setting transpires through the superb rates of confidence which children develop. Children are exposed to a wealth of experiences and learn about other cultures and traditions. They wear headscarves and hats from other cultures and learn about festivals that others celebrate. Children eagerly shout out 'hello' in numerous languages. Staff work in partnership with others to offer individualised support for children who speak English as an additional language.
• Partnership working with parents is a key strength of this setting. Parents speak highly of the dedicated staff team. Despite the restrictions presented by the COVID-19 (coronavirus) pandemic, parents are continually involved in all aspects of their children's learning. Staff share what they intend children to learn and create a 'lending library' for parents. This includes the loan of books and resources. Staff provide tailored assessments for children's learning.
• Leaders target funding for eligible children. They work collaboratively with professionals and parents to focus on children's specific needs. Staff attend meetings with other professionals and monitor actions set to help children reach their individual targets. This means that all children are exceptionally prepared for future success.
• Children show high levels of independence. They thrive on the age-appropriate tasks that staff offer. For instance, they rush to help during routine activities, including tidy up. Older children are able to serve themselves and confidently support others. Children arrive at the setting and find their own photograph. They confidently register their own attendance before marching to the bathroom to wash their hands.
• The pre-school is part of the wider community. Leaders and staff involve local residents in open days and celebrations. In addition, they offer food bags and parcels to elderly residents. Children benefit from the use of resources and activities available in this welcoming community.
• Children are highly engaged in their learning. They excel in their literacy skills. Children paint using various sized brushes and large buckets of water. They use the water to paint on walls. Children talk eagerly to others about the marks they make. Leaders discuss how they have shaped their environment to include all children to extend their literacy skills. For instance, they use children's interest in superheroes and introduce exiting writing utensils.