The Woodland Pre-School

What is it like to attend this early years setting?

Children thrive at this warm and homely setting. They arrive excited and eager to start their day. Children enjoy a wide range of experiences, such as a mobile zoo visiting the setting so that children can learn about animals and their characteristics. Children happily engage in group time at the start of their day. They welcome their peers into the setting. Staff capture children's interest in books through engaging storytelling. They ask effective questions to check children's understanding and recall of the story. The setting promotes a real love of books, including the opportunity for families to use a lending library.

The curriculum is well planned and takes into account the needs of the children who attend. Children develop mathematical skills, such as using a ruler to measure their drawings. They independently use vocabulary such as metres during their play. Children develop resilience when trying new things. They cut fruit with the support of staff and patiently wait for their turn. Staff give children opportunities to be independent through choices and through managing their own self-care needs. The environment is well organised and accessible so that children can choose and explore resources that link to their play. This gives children the confidence to make their own choices.

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

• Managers share clear expectations for the care and teaching provided at the setting. They provide training opportunities for staff to take part in to maintain high-quality teaching. For example, staff access regular training based on the needs of the setting at the time. Training has previously included how to increase support for children with limited communication skills.
• The environment is rich in language to support children's developing language and communication skills. Staff expose children to written language, such as labels for resources and name cards. This helps children to begin to understand that written words have a meaning. Staff display key vocabulary around the room, to give them prompts to include this in children's play.
• Children learn and use new vocabulary independently. Staff encourage them to develop this with thought-provoking and effective questions. However, when children use incorrect language during their play, staff do not always sensitively model the correct words. This means that children continue to use incorrect vocabulary.
• Staff use the outdoor area to grow fruit and vegetables with children. They provide children with a nutritious diet. When children bring packed lunches, staff remind parents of nutritional guidance to follow. However, staff do not consistently develop children's understanding of the benefits of leading a healthy lifestyle and the importance of a balanced diet.
• Children with special educational needs and/or disabilities (SEND) make good progress. Staff use additional funding to support children with SEND to access the full curriculum. Special educational needs coordinators create achievable targets and ensure that all staff understand how best to support children with SEND.
• Staff help children to understand the importance of positive choices. They have consistent boundaries and reinforce expectations to ensure that children understand why good choices are important. Staff remind children of good manners. For example, during group activities, staff ensure that children wait their turn to speak and listen to others.
• Partnerships with parents and carers are strong. Parents explain that the setting has built their children's confidence. Managers send home activity packs consisting of resources for children to practise new skills. Parents are appreciative of this. Effective relationships with parents allow staff to continue to build on children's knowledge at home.
• Leaders create strong relationships with the local school. Children visit before they transition to the next stage in their education. Managers share information on their current learning focus. This ensures continuity in children's learning and enables this to continue at school.
• Well-being is a focus for leaders. Staff feel supported and feel that managers take their views on board when making any changes in the setting. Staff feel happy that they are given the opportunity to continually progress through regular training programmes.

What the setting must and should do next

The provider should:

• support staff to help children to develop their spoken language skills further
• provide children with consistent messages about the importance of a healthy diet.