Therfield Village Pre-School

What is it like to attend this early years setting?

Children are excited to arrive and rush to join their friends, exploring the exciting experiences staff carefully organise each day. Children enjoy a vast array of sensory and exploratory play to develop their confidence and communication skills. Older children explore more complex mathematical concepts, such as size, shape and volume, by creating dens and channelling water in the secure garden. All children engage deeply in play because staff use their interests as a basis for learning. For example, individual children share their interests and fascinations on their own 'choice day', where activities are focused on specific themes.

Children develop close bonds with one another and are observed supporting their friends in tasks, sharing resources and demonstrating good manners. Children form equally close relationships with the nurturing staff. Leaders foster these close relationships by establishing an effective key-person system. This is particularly well implemented when supporting children with special educational needs and/or disabilities (SEND). Skilled and qualified key staff have a deep understanding of children's unique circumstances and have well-established links with other professionals to aid children's progress.

Children have a positive attitude to learning. They demonstrate resilience and perseverance because staff allow them the time to explore suitably challenging activities and tasks during the day. Staff are always on hand to offer support and advice while allowing children to develop a sense of pride in their accomplishments.

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

• Leaders and staff understand the vital role they play in preparing children for their next stage of learning. They have constructed and implemented a well-considered curriculum that promotes this well. For example, children take on age-appropriate responsibilities in their pre-school, such as tidying away, planning their learning and managing their possessions. As a result, children are confident, excited and well prepared for school.
• The well-established team reflect well on the care they provide. Staff work closely with families, gathering regular feedback on practice. Leaders use this knowledge to make well-considered changes to meet the changing needs of children and families. For example, recent changes to methods of communication mean that parents have a deeper insight into children's time at pre-school and can further support their learning at home. On occasion, this same robust evaluation is not observed when assessing the effectiveness of routines and the environment.
• Relationships with carers are strong. All parents speak highly about the nurturing staff and the warm and sensitive approach they have to children's care and learning. For example, children spend time daily in small nurture groups and explore their feelings and emotions during activities. Parents acknowledge how this focus on supporting children's emotional well-being means that they settle well and enjoy their time at their pre-school.
• Staff differentiate children's learning very well. They understand that children learn differently, so they plan and adapt activities that build on what individual children know, can do and need to learn. Staff organise daily group-circle time sessions to prepare children for the routines they may experience at school. Younger children have their own adapted group time, where they practise and perfect the required skills before joining their older friends.
• Staff work closely with other professionals to support children's development and well-being. This is particularly well implemented when supporting children's move to school. Teaching staff visit the setting regularly during the year, observing children and sharing information. Staff plan activities to develop the skills that children will need for this next stage of their learning. For example, children are learning to use cutlery safely by chopping up various vegetables in preparation for their new lunchtime routines.
• Children with SEND are very well supported by knowledgeable and skilled staff. Staff implement strategies that enable children to make progress and feel safe and secure in their environment. For example, children are provided with safe spaces and specific resources that target their individual needs.
• Leaders encourage staff to enhance their skills and knowledge by accessing training around their professional interests and children's needs. Staff develop areas of expertise that they share with colleagues during training sessions. Leaders conduct supervisions with staff to monitor practice and well-being. Enhancing current methods used to coach staff will further support staff to deliver consistently exceptional teaching opportunities to children.

What the setting must and should do next

The provider should:

• monitor the effectiveness of some routines and the environment to ensure all children receive consistently outstanding learning experiences that support them in making exceptional progress
• enhance coaching and mentoring to support staff in delivering consistently outstanding teaching.