The Old School House Nursery And Pre School

What is it like to attend this early years setting?

Children enjoy their time at this warm and welcoming setting. They show they are happy, confident and enthusiastic about their learning. Babies copy staff and say, 'Let's go!' as they get ready to play in the garden. Staff value each child's character and uniqueness. They provide opportunities for children to learn about themselves and each other and help children understand what makes them special. Toddlers beam as they show staff and visitors photos of themselves and their families.

Children's behaviour is good. Staff have embedded consistent routines and boundaries. This helps children know what is happening next and what is expected of them. Children listen to staff and visitors. For example, during a ballet session children copy actions as they learn to bow and curtsy. They place their teddy bears in the basket when the session finishes.

Staff support children to understand and regulate their emotions. They skilfully use a range of strategies and resources to help children learn how to express and manage their feelings in developmentally appropriate ways. For example, children use calm spaces, books, fidget toys and sensory equipment when they find parts of their day overwhelming.

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

• Leaders and managers have created an ambitious curriculum that supports children to develop the wide range of knowledge and skills they need ready for school. Staff deliver this curriculum well. There is a clear focus on encouraging children to build positive attitudes towards their learning and giving children the confidence to try new experiences.
• Staff have a good understanding of the children they care for. Staff who work with babies are nurturing and caring. They create an environment where babies settle quickly, form close attachments with their key person and are confident to play and explore. For example, staff give babies a warm and gentle welcome when they enter the playroom after a nap. Staff use their voice in a calm and reassuring manner and give babies the affection and cuddles they need.
• Children have lots of opportunities to express themselves, share their thoughts and ideas, and make choices and decisions about their learning. Older children regularly take part in 'pre-school council meetings'. They confidently tell staff what activities and food they like and dislike. Children suggest equipment they would like to buy and places they would like to visit. This helps children feel valued and respected and helps build children's social skills.
• Staff's interactions and engagement with children are positive and supportive. They join children's play and consistently praise children's achievements. However, staff do not always make the most of their interactions with children to fully extend children's learning. For example, they sometimes miss opportunities to teach children new skills or introduce new vocabulary or concepts.
• Staff assess and monitor children's learning effectively to identify any gaps in children's learning. Staff work closely with parents and professionals to swiftly put additional support in place. This helps all children make good progress from their starting points.
• Partnerships with parents are strong. Parents say they feel involved in all aspects of their children's care and learning. They comment on the advice and support that staff give them with supporting their children's toileting, teeth brushing and healthy eating. Staff regularly communicate with parents through face-to-face meetings, telephone conversations and a monthly newsletter. Parents are also invited to workshops, such as how to help prepare children for school.
• Staff use children's interests to provide a wide range of activities for children to engage in. Children enjoy these activities and are keen to become involved. However, staff are not always clear about what it is they want children to know or be able to do from these activities.
• Leaders and managers are passionate and committed to providing high-quality care and education for all children. They ensure that staff receive regular training to continually improve their practice. Staff are supported well to manage their workload and well-being. Leaders and managers use additional funding to make sure all children have a broad range of experiences that help them feel part of their community and prepare them for the next stage in their learning journey. For instance, they regularly use the bus to visit residents of the local care home.

What the setting must and should do next

The provider should:

• ensure that staff make the most of their interactions with children to fully extend children's learning
• support staff to have a clear understanding of what they want children to learn during planned activities to ensure that children make as much progress as possible.