Thorn Grove Little Acorns Limited

What is it like to attend this early years setting?

Staff have high expectations of children to help broaden their vocabulary. They teach new words in this language-rich environment. For example, during story time, children hear the words 'shrink' and 'locomotive' and explore their meaning with staff. Children get excited as they say that they have learned a 'new big word'.

Staff provide a range of activities to promote children's physical skills. During a dance and movement session, children learn to move their bodies in a range of ways. They use ribbons to stretch up high and down low. Children explore the changes to their bodies during exercise as they explore why they feel hot after moving around, which deepens their understanding. Children learn to follow instructions as they march like 'scary dinosaurs'. Staff are very enthusiastic and provide great encouragement and excitement to children. Children laugh as they stomp around with each other.

Children learn good social skills through positive role modelling from staff. They share well and enjoy playing and sharing stories together. Staff model taking turns and how to respect each other. They praise 'good waiting' and how to give each other personal space during larger-group activities. They build towers together and laugh as they fall down. Children learn to add 'one more', which enhances their mathematical skills. They have formed great relationships with staff and go to them if they want a story, need help or a cuddle, or would like to play with them.

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

• Children take the setting's teddy 'Jasper the Frog' on adventures outside the pre-school. Children share with their peers what Jasper has been doing, which develops their confidence. This has had a positive impact on children's communication and social skills.
• Staff use visual prompts to help children's understanding. For example, they use the visual timetable to prepare children for what is happening next, such as nappy changing time. Children then happily go to have their nappy changed. This particularly helps children with special educational needs and/or disabilities and children who speak English as an additional language.
• Staff help children to be ready for school. They help children to learn self-regulation and social skills through discussing feelings and practising taking turns with their peers. Children have good independence skills as they wash their hands and look in the mirror to wash their faces before snack. However, the structured routines limit children's opportunities to play freely. Additionally, some staff do not always follow children's emerging interests. For example, staff discourage children when they want to mix the sand with water, which has an impact on children's ability to explore and investigate.
• Staff work closely with families to create a child-centred settling-in process that is adapted to meet their needs, until they feel secure in the setting. They send home a welcome pack for parents to share with their children that includes photos of the room and staff and details of their routines, so children can prepare for life in the pre-school setting. This has had a positive impact on children, as they settle quickly and say to staff 'you're in my book'.
• Staff work with the parents of children who are entitled to early years pupil premium funding to identify children's needs and bridge any gaps in learning.
• Parents say that the dedicated and passionate staff put love and effort into everything that they do. They say that staff create special memories for the children in this special and unique setting. Staff communicate well with parents regarding what their children are learning and share tips on how to continue their learning at home. Staff provide parents with advice, for example, about behaviour management at home.
• Staff say that they feel supported by the manager. The manager reviews staff's practice and supports their well-being. Staff are offered a range of training to develop their professional development. Staff have regular supervision meetings with management to share their goals for the future.

What the setting must and should do next

The provider should:

• help staff to understand and review the use of daily routines to ensure that children have more opportunities to build on their own learning and interests.