The Oaks Preschool & out of school club

What is it like to attend this early years setting?

New children are provided with lots of thoughtful, patient support to help them settle into the pre-school. Children begin to regulate their emotions, join in with activities and start to independently explore. Children form beneficial relationships with their key person and the whole staff team, and this helps to foster children's confidence and well-being effectively. Children show respect for staff. They listen to them, learning about the boundaries in place for their safety and begin to appreciate the needs of others. Staff offer timely and effective help for children who require additional support. Parents are full of praise for the friendly and caring staff team.

The manager and staff think through their curriculum carefully. Key persons use their observations and assessments to identify any gaps in children's learning. They formulate these into plans, working together to implement these into their practice and provision. Children make good progress. This includes two-year-olds in receipt of funding. They are curious and keen to explore. Children enjoy the sensory and creative opportunities available. They readily test out their ideas. They explore colour as they paint and use stamping pens and as they explore different coloured tiles on the light box. They develop their dexterity and coordination well. They scoop soil into tubs outside. They excitedly combine items to create mixes and are fascinated with the effects they create. They show positive attitudes to new experiences and developing their skills.

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

• Staff get down to children's level using clear speech. They ask children questions to encourage their thinking and conversation. Older children show good skills, solving problems and discussing their plans confidently with staff. Staff use early signing to skilfully supplement their interactions with the younger children and children whose speech is more limited. This gets children's attention and supports their understanding and emerging communication effectively.
• Children have lots of opportunities to be active. They enjoy splashing in puddles in the garden or using equipment, such as the see-saw. They learn about the natural world on nature walks in the local area and growing flowers in the raised beds in the pre-school garden.
• The manager works in a timely way with parents and outside professionals to get children the help they need. She provides innovative resource packs to help support children's learning at home. The staff team all show dedication to the children and families that attend the pre-school and effectively support children with a complex range of needs.
• Children develop their independence skills and sense of responsibility very well. Even the younger, newer children help tidy away toys. They take an active part in mealtimes. Older children show very good skills, collecting their cereal from the breakfast bar and pouring on their milk. Staff are very patient in their support of the younger children, helping them get their cereal or a drink from the dispensers. Children are keen to do things for themselves and are proud of their achievements.
• Staff make the most of the opportunities in the local area. They plan trips to the neighbouring school to help children become accustomed to the school environment. They take children on trips to the local shops and the church. They also visit the elderly residents in the care home nearby. These experiences help to develop children's understanding of their community and the world in which they live.
• The staff team liaise with parents when children start, to gain knowledge of children's needs and interests. However, staff are not always successful in gaining as much information as possible from all parents. Additionally, they do not liaise with providers of other settings that children are moving from. They therefore do not get a full picture of children's needs, to inform their planning, provide a consistent approach and ensure that children make the best possible progress.
• The manager leads her team well. She works closely with the area manager and other managers in their small nursery chain to outline improvements and enhance practice. She also gains the views of parents to identify ways to develop the provision further.

What the setting must and should do next

The provider should:

• extend the information gained when children first start, to get a clearer picture of children's needs and to inform planning more quickly.