The Wonder Years Preschool & Extended School CIO

What is it like to attend this early years setting?

Children are very happy, behave well and show a love of learning at this welcoming and friendly pre-school. They form strong relationships with all the staff. Children play well with their friends and learn how to share and take turns. They explain to visitors that, 'It is not kind not to share,' as they recall a recent book, 'Sharing a Shell'. Children are motivated learners and demonstrate high levels of confidence and self-esteem.

Staff provide an ambitious curriculum, with well-planned and carefully thought-out activities based on what children know and can do, as well as their interests. Children show good levels of engagement in their play for sustained periods. For example, they enjoy playing in the water tray and learning about sea creatures. They proudly name all of the sea creatures in the tray and talk about how they are 'found in the oceans'.

Staff are good role models and have high expectations. They provide opportunities throughout the day for children to learn how to listen carefully and behave responsibly. For example, children stop their play at the sound of a bell and tidy up together. This contributes to a positive environment where children can learn effectively. All children, including those with special educational needs and/or disabilities (SEND), make progress.

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

• Staff skilfully weave opportunities to promote children's early mathematical knowledge into play. For example, as children sort shells into different sizes, staff encourage them to use language such as 'big' and 'medium'. Older children explain to visitors the mathematical signs that state how many children can play in each area. This helps children understand the concept of quantity.
• Staff extend children's knowledge about the world in which they live. For example, older children have shown an interest in the ocean. They sit with staff in the comfy book area, reading for pleasure. They use an electronic device to research more unusual sea creatures such as a sea cucumber. Children then explain they are making a 'velella velella jellyfish', which has 'short tentacles', during a craft activity. This has a positive impact on children's early literacy and deepens their understanding.
• Staff promote healthy lifestyles effectively. They use every opportunity to support children's understanding through discussions and activities about foods. For example, they discuss with children that bananas contain potassium, which is good for our body. They invite the 'Tooth Fairy' into the setting to talk about the importance of cleaning their teeth. This helps to support children's overall well-being and healthy habits.
• Staff teach children strategies to help them communicate their feelings and emotions in a variety of ways. Children use props from a favourite story to explain how they are feeling. This helps children begin to make connections between their feelings and emotions.
• Partnerships with parents are good. Parents comment that they receive information from staff about what their children are learning. They appreciate the different experiences their children enjoy and are very complimentary about the setting and the dedicated staff team. They particularly like the 'parent hub', where they can obtain further information relating to various early years topics and borrow storybooks to share with their children at home. This helps to provide continuity of care.
• Leaders are dynamic and enthusiastic. They are working with staff to bring high quality to the setting. For example, following recent training, they are promoting further communication and language development for all children. There is a letter sound of the week, and each area of play has new words displayed for children to learn and use with the staff's support. Staff have also embraced this training. However, leaders and managers recognise that staff need time to embed their knowledge and confidence, to help children make optimum progress.
• Staff recognise when children need additional support and target their planning appropriately. They make timely referrals to outside agencies and use additional funding to help narrow gaps in learning. This helps all children to prepare well for future learning.

What the setting must and should do next

The provider should:

• strengthen staff's knowledge and confidence in developing the curriculum, especially in regard to children's communication and language skills, to help children make optimum progress.