The Village Pre-School

What is it like to attend this early years setting?

Children naturally respond to the welcoming, positive environment created by staff and thoroughly enjoy their time at this pre-school. Caring staff take time to fully understand each child as a unique individual. They tailor their teaching approaches to help children participate and gain the most benefit from each activity. Children react to this and quickly settle, becoming confident, inquisitive learners. Children of all ages make choices about their play. They competently follow instructions and work well together, for example they play musical instruments quietly and build this up to play loudly.

Staff use books, group activities and ongoing discussions to help children understand and talk about their feelings. Children show a mature awareness of this and understand how their words and actions can affect others. Their behaviour is good and, with gentle support from staff, they are learning to settle minor disputes. Daily discussions and activities, for example, ones relating to oral hygiene, help children understand how to keep themselves healthy. Thorough risk assessments and secure daily procedures ensure children play safely and learn about keeping themselves safe. For instance, children know how to use tools, such as scissors and cutlery, safely and effectively.

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

• Managers are committed to the continuous review and development of the pre-school. They work closely with staff, offering tailored support and demonstrating good practice. This aids staff in managing their work and developing their skills. Staff comment that they are well supported and their welfare is promoted.
• All children make good progress. Staff observe children well, assessing what they are learning and what they need to learn next. They know children well and offer them activities linked to their interests. Thorough monitoring ensures that any weaker areas in children's learning are quickly addressed.
• Staff's good understanding of each child means that additional funding is used effectively to promote children's well-being and development. The special educational needs coordinator supports staff in working closely with other professionals, to ensure that children with special educational needs and/or disabilities receive pertinent support.
• Staff pay close attention to their interactions with children and to the environment. They recognise the role these play in supporting children's language and communication skills. For example, young children explore a tray of different textures and dinosaurs. They use their language skills as they describe where the dinosaurs are hiding. Staff introduce new vocabulary. Children eagerly repeat this, for instance, describing the texture as 'crumbly'.
• Children are developing an enjoyment of books. They access these independently. For example, young children choose a book and take turns to lift the flaps. Staff also appreciate the importance of repeating stories; children are captivated as they join in with words they recognise. They use puppets and props to act out stories, eagerly sequencing the story and reminding each other what happens next.
• Staff offer children resources and activities that are appealing and aid them in focusing their attention. For example, children concentrate as they decorate pictures of a favourite superhero. They remember words, such as 'strong' and 'caring' to describe them.
• Thoughtful planning supports children in understanding diversity. For example, children take turns to take home the 'Bob the mouse' toy. They share photographs and stories of this, helping them to note the differences in families and ways of life.
• Parents think highly of staff. They comment on how welcoming staff are and note how much progress their children have made. Parents comment on the good communication, enabling them to understand what their children have been learning and to build on this. Additionally, staff provide books and resources for families to borrow.
• Daily routines are largely well planned and children enjoy a wide variety of activities. However, some routines are not always as well executed. On occasion, during times of transition and use of the outdoor area, children wait for longer periods of time and are not always engaged in purposeful play.

What the setting must and should do next

The provider should:

• review daily routines, particularly relating to the use of outdoor areas and the management of times of transition, to ensure children are engaged and to offer further opportunities to children who prefer to play and learn outside.