Thundersley Congregational Church

What is it like to attend this early years setting?

Children have a positive start to their day. They arrive happily and are greeted warmly by a staff member. Children soon settle and engage in activities that capture their interests. They make marks in a variety of situations. For example, they stretch and reach to 'paint' a wall with water. Children copy patterns in sand with their fingers and various tools. They are beginning to develop their upper-body strength and the small hand muscles they need to support early writing.

Children learn to keep themselves safe. They take part in a fire drill and calmly walk outside to the assembly point. Children help to create the pre-school's rules, which contributes to a sense of ownership. Staff talk to them about the importance of following these rules. Children demonstrate their understanding. They respond by suggesting kind words and explain they must not use 'running feet' indoors. Children eagerly tidy toys away to keep the environment safe. They smile broadly when staff thank them and give 'high-fives', which helps boost their self-esteem. Children challenge themselves physically. They confidently manoeuvre balance scooters around the hall. They find out different ways to move their bodies. For example, children beam with pride as they expertly coordinate their hands and feet when they walk on stilts.

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

• The manager leads a strong team that knows the children well. They recognise that following the COVID-19 pandemic, some children need more support to close gaps in their development. As a result, staff introduced a tailored music group to focus on aspects, such as turn-taking and listening. Staff and parents have noticed a positive impact on children who take part.
• Staff kindly ask children who have attended the morning session to tell others what they have been doing. Children recall their experiences and staff are able to identify and assess what children have learned and remembered.
• Children are very familiar with the pre-school routine and what is expected from them. This helps them feel secure. For example, a member of staff shakes a tambourine to get children's attention when it is circle time. Children quickly react by standing still and wiggling their fingers. However, on occasions, these transitions interrupt children's deep engagement in their learning.
• Staff sensitively support children to manage their emotions. They help other children recognise that some of their friends have difficulty expressing themselves. This encourages children to be thoughtful and consider others. Staff work hard to meet children's individual needs. They make timely referrals and work closely with parents and other professionals to ensure all children make progress.
• Children show a keen interest in books. They independently select their favourites and snuggle up with a member of staff to listen to a story. Staff make sure that displays have a purpose. For example, children begin to learn that print has meaning. They correctly identify shop logos on a poster and ask a member of staff which supermarket they prefer.
• Staff play alongside children and introduce important skills. For instance, they talk about taking turns when they throw a ball to each other. Staff count the number of squirts as children press the soap dispenser, building on children's mathematical knowledge.
• Staff support children to learn and understand more. For example, when children pretend there is a fire, they remember to call '999'. Staff ask them which service they are going to ask for. They introduce new vocabulary, such as 'emergency'. Staff listen intently when children tell them about the rescue. This encourages children to practise their storytelling and communication skills.
• The manager invites visitors to the setting to tell children about their jobs and cultures. This helps children value and learn about others. Children benefit from fresh air and exercise. They can play outside throughout the session. However, staff do not plan regular opportunities for children to experience the local community and the world around them.
• Parents praise the staff team. They say their children have progressed during their time at the pre-school. Parents receive detailed information in daily diaries. They also feel able to talk to their child's key person whenever they wish. The manager works in partnership with other settings children attend. This provides consistency in children's learning and development.

What the setting must and should do next

The provider should:

• review the organisation of routines to minimise interruptions to children's engagement in their learning
• provide further opportunities for children to learn about the local community and the world around them.