The Village Pre-School, Upham

What is it like to attend this early years setting?

Children happily arrive at the pre-school and separate from their carers with ease. They enthusiastically seek out friends to play with and greet them with a smile. Children demonstrate trusting relationships with staff. They seek out the friendly staff to give them cuddles. This helps children to feel safe and confident in the setting.

Children are curious and enthusiastic learners. They concentrate on interesting activities for long periods of time. Children demonstrate close relationships with their friends. They show good imagination skills as they use ice, mud and sand to make 'mashed potato'. Children help each other to balance at the top of a climbing frame. They hold their friend's coat to steady them before cheering as they climb down safely.

Children benefit from a well-thought-out curriculum that is planned to meet their individual needs. The curriculum offers challenge and encourages children to communicate and improve their teamwork skills. For example, children spend a long time discussing together what they need from the shops. They independently make a shopping list and begin to make 'fruity soup' for dinner. Children listen respectfully to what staff say, such as during tidy-up time. They quickly pack toys away and enjoy receiving praise as they do so.

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

• The passionate, experienced owner leads her team well. She values staff well-being, and staff speak positively of the support they receive. Staff comment that the owner calls them her 'work family'. The owner monitors staff progress well. She works alongside the staff regularly to model good practice. The owner seeks out a range of training activities to help staff to build on their professional skills. Any areas of staff development are quickly highlighted, and a development plan is put in place.
• The owner and the staff have high expectations for all children. They have a good understanding of what they want children to achieve as they move through the different age groups of the pre-school. For example, they want the younger children to develop their confidence and mobility skills. Staff assess children's knowledge. They use this information to plan interesting and targeted activities that are aimed at children's stage of development. For example, younger children play with a special collection of 'treasures'. These help children learn about different textures and smells and include such things as metal whisks and lavender.
• Staff generally encourage children to follow healthy lifestyles. Children have daily access to outside space. They explore what happens as they mix sand with mud and water. Children laugh and point as they notice the water changing colour. Staff provide healthy snacks for children, and they plant a variety of vegetables in the garden. They talk to children about what to eat to stay healthy. At times, however, staff do not consistently promote children's understanding of how to manage self-care routines.
• Children demonstrate a love of well-known stories. They join in with familiar words and actions as staff enthusiastically read to them. Most children sit intently, smiling as they enjoy the story. Younger children, however, begin to lose attention and start to become restless as this activity does not fully meet their learning needs. Children are encouraged to relate real-life experiences to the book. For example, when a picture of a moon appears, children are asked to talk about when they have seen a moon outside.
• Parents speak highly of the support they and their children receive at the pre-school, and they say it is 'brilliant'. They are grateful for the tailored support they are offered. For example, staff offer parents guidance on the best ways to deal with allergies. Staff work closely with professionals involved in children's care, including for children who speak English as an additional language. The setting is developing good links with the local schools. They communicate with teachers about the children who are moving on to school. This helps children to be well prepared for the next stages in their learning and their move on to school.

What the setting must and should do next

The provider should:

• support staff to help them understand how to consistently promote opportunities for children to learn to manage their self-care
• review the organisation of group activities to promote the involvement of younger children.