Thornhill Community Pre-School

What is it like to attend this early years setting?

Children settle quickly and are engaged and happy in their play. They enjoy well-thought-out activities that develop their language and mathematical skills. Staff place children at the centre of everything they do and work hard to ensure children achieve their next steps. Staff have high expectations of children's behaviour and of the rules and routines. Staff provide many opportunities for children to develop their independence skills. For example, children put on their own coat, wash their hands and clean the table before snack.

The staff offer a language-rich environment, developing skills through story times, singing and rhyme sessions. Strong relationships between staff and children support a nurturing environment in which children make good progress from their individual starting points.

Opportunities are given to children to develop their personal, social and emotional skills. Children wait patiently to make their own 'Gruffalo crumble'. They patiently take it in turns to add their 'pretend' ingredients, mix it up and eventually eat it. Children learn life skills and build on their knowledge and understanding of the world around them. They relish spending time in the outdoor area, planting and growing seeds. When ready, children pick the fruit and vegetables to make soups and smoothies. Parents have opportunities to come in and try the food children have made.

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

• The quality of education is good. All staff know the curriculum intent, how to apply it and the impact it has for all children in the setting. There is a clear focus on mathematical and language development, which is visible throughout the setting. Children are encouraged to use mathematical vocabulary, such as 'more' 'less' 'on top' and 'under', while they play and explore outdoors. This allows children to hear the new vocabulary in context so they can use it again.
• Children are provided with opportunities to explore their senses and experience new resources and activities. For example, young children explore the texture, taste and smell of porridge oats. Children are enthralled as staff add more water to change the sensory experience. Children independently add more water and become immersed in the experience. Children are consistently motivated to try new things and are excited to join in with the stimulating activities provided.
• Staff support children's development well. They have a sound knowledge of individual children's starting points and can explain what children need to learn next. This consistent approach allows children to move on in their learning and acquire new skills.
• Staff and leaders support children with special educational needs and/or disabilities effectively, and parents are positive about the support their children receive. Parents also speak positively about the support their child receives during the holidays. For example, staff provide resources to support children's learning at home.
• At snack time, children have healthy snacks and are encouraged to talk about the texture of fruits. For example, children discuss what a pineapple smells like, looks like and where it is grown. This allows pre-school children to develop their exploration skills and learn more about the world. However, staff could do more to develop children's understanding of which foods are healthy and unhealthy, such as when they are eating their packed lunches and during group activities.
• Pre-school children enjoy developing their fine motor and creative skills in the play dough. They pretend to make pizzas, rolling and cutting out the 'dough' ready for the oven.
• Songs are used throughout the sessions to encourage early language development and to improve children's own personal care at the same time. For example, children join in with the 'washing hands song'.
• Children are beginning to learn about a wide range of cultures and religions. They recently explored the 'Kindness Festival' in conjunction with 'Anti-Bullying Week', supporting their understanding of how they can be kind and accepting towards others. This helps to support children with their social and emotional development and relationships with others.
• Leadership is a key strength, and the pre-school is well managed. Staff talk about everyone wanting the 'best for every child'. Staff have opportunities to further their professional development through peer-on-peer observations, external courses and in-house training. Supervision sessions are effective and support staff well-being.

What the setting must and should do next

The provider should:

• consider ways to further promote healthy eating, and build on children's knowledge of healthy and unhealthy foods.