The Willow Set Preschool

What is it like to attend this early years setting?

Leaders demonstrate clear curriculum intentions, such as providing children with opportunities to develop their social skills, build relationships and become independent learners. Children gain the fundamental skills they need for future learning. Staff deliver a well-sequenced curriculum, helping to build on children's skills and knowledge as they move through the setting. Staff place toys purposefully to encourage babies to reach out, helping to develop their core muscles in preparation for crawling. Older children demonstrate excellent pencil control as they meticulously draw houses. This supports children's early writing skills. Staff model new language and pronounce words clearly for children to hear. For example, younger children explore sea animals and repeat 'great white shark'. Children are confident communicators. Outside, staff and children excitedly search for bugs and children say, 'The beetles have scuttled away.' Staff praise children for the 'lovely words' they use, building children's self-esteem and confidence. Children excitedly continue their learning independently as they mark off which bugs they find. This helps children to consolidate their learning. Children are motivated and curious learners.

Leaders and staff have high expectations for behaviour and consistently model them. Children's behaviour is exemplary. Staff praise and encourage children and they excitedly anticipate 'trophy day'. Staff are nurturing and children display a high level of respect and support for each other. Children play collaboratively and show care towards babies as they gently stroke their heads. Children are well-mannered and listen attentively to instructions from staff.

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

• Staff know the children well and use this information to plan fun and engaging activities for them. Staff plan group times, providing more focus on specific targets for children. However, there are some distractions during these times which, on occasion, make it more difficult for the children to settle and engage in their learning. This means they do not fully benefit from the intended learning outcomes.
• Leaders and staff provide excellent support for children to begin to manage their emotions with compassion and empathy. For example, children use the 'colour monster' to choose how they are feeling and after follow-up discussions with staff they change this, saying, 'I'm green now, I'm happy.' Children feel heard and valued.
• Staff place good focus on supporting children's literacy skills in preparation for school. Younger children explore sound as they happily sing and join in with actions. Older children begin to link initial sounds to words. For example, staff reiterate initial sounds of children's names and children have fun guessing the name. Children enjoy choosing books from the 'lending library' and sharing these with parents at home. Children develop a love of books.
• Children begin to learn about how to lead a healthy lifestyle. They enjoy cutting up their own healthy snacks, pouring their own drinks and growing vegetables in the 'potting shed'. Leaders and staff place focus on supporting children's physical development. For example, children have access to daily exercise and enjoy weekly visits from a sports coach, helping them to define their large-muscle skills.
• The setting sits at the heart of the community. Leaders form strong bonds with the on-site school and seek rich opportunities for children to experience, such as visiting their allotment, egg shackling, bus rides and local walks. Children explore and celebrate local traditions, including the Glastonbury Festival and wassailing. Children develop a sense of togetherness through meaningful community engagement.
• Leaders closely monitor staff performance through supervision and delegate well, empowering staff to mentor each other. This develops a positive team ethos. Leaders use training and self-reflection well to enhance areas of learning for children. For example, recent training on storytelling helps staff to further support children's imagination and listening skills. Staff report high levels of well-being and feel supported in their roles.
• Parents speak highly of the setting and its staff team. They praise the dedication of staff and feel well informed about their child's day. Staff build strong partnerships with parents through events such as coffee mornings. Staff offer support and advice to parents, including around potty training and oral hygiene. This helps to provide continuity for children's learning at home.

What the setting must and should do next

The provider should:

• review the organisation of group times to minimise distraction, helping to further enhance children's attention and focus.