The Willows Preschool

What is it like to attend this early years setting?

Children settle well and thrive on the thoughtful, patient support they receive from the pre-school staff. They form strong and beneficial relationships with their key person and the whole staff team, which helps to foster children's confidence and well-being effectively. Parents say that staff value the children as individuals and take care of children to a high standard.

Children are inspired by the well-thought-out environment that staff provide at the pre-school. They are motivated to explore, follow their interests and ideas and develop their skills. Their self-confidence grows with the reassurance given by staff as they test out their skills. They traverse obstacle courses outside and relish the many sensory opportunities available. They experiment with making marks in the sand or investigate how sand and water travel down different pipes. They explore the roles of the 'people who help us' as they create an imaginary fire engine or act out being a doctor. They imaginatively paint fire pictures and pretend to put out the fire with lengths of hose. Children learn about nature during sessions in the main school's forest school area. They develop positive attitudes to learning. They take turns, play cooperatively and begin to manage their emotions. They make good progress, including children in receipt of additional funding.

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

• The manager liaises with staff and the committee to outline improvements and enhance practice. They all show dedication to the pre-school and the children that attend. They gain the views of parents to identify ways to develop the provision further. Parents say they can tell that staff really care about the work they do.
• The whole staff team works together to observe children as they play, and each child's key person tracks their achievements carefully. All the staff know children well. They follow their interests and focus on children's individual learning needs. However, occasionally, staff do not flexibly adapt planned small-group activities, and children's involvement and learning at such times do not progress as much as they could.
• Staff work in partnership with parents, ensuring that there is a strong two-way flow of information and helping to provide a consistent approach to the support children receive. They share ideas with parents for supporting children's learning at home, and their pre-school library beneficially helps to develop children's interest in books at home as well as in the pre-school.
• Children develop their independence skills and sense of responsibility very well. They help to tidy away toys. They change out of their boots and work hard to get their shoes on, listening carefully to the staff's well-placed tips. Children learn considerable skills. They serve themselves their snack, pouring their drink carefully. They conscientiously clear away their items. They are keen to do things for themselves and are proud of their achievements.
• The manager and staff promote a strong community feel within the pre-school. They take children on trips out into the village and the nearby town. They visit the library, post letters or chat with local older residents, broadening children's knowledge of the world and their understanding and appreciation of people of different ages.
• Children's communication develops well. Staff get down to children's level. They model and explain words to ensure children understand and progress their skills. They ask children questions to encourage their thinking and conversation. Children use mathematical language as they construct items, comparing and estimating, and they learn about thermometers during their doctor play.
• There is a strong focus on preparing children for their move on to school, and children benefit from the close links that have been forged between the pre-school and the school on site. Older children relish their classroom time and physical education sessions in the main school in the morning. Parents comment positively on the benefits of this and say that children flow effortlessly on to school.
• The manager works with the deputy manager to observe staff skills and undertakes regular supervision meetings with staff to support them in their role. They work together to outline any training needs. Two members of staff are currently being supported to undertake relevant early years qualifications and develop their skills further.

What the setting must and should do next

The provider should:

• flexibly adapt planned activities to support children's involvement and extend their learning as much as possible.