Thurlton Pre School

What is it like to attend this early years setting?

Children are eager to start their day at this small, nurturing pre-school. They knock on the door and greet staff with big smiles. Staff show genuine warmth and kindness as children arrive. They spend time talking to parents and finding out about children's morning. Staff demonstrate a steadfast commitment to offering flexible sessions to those children who are settling into the pre-school. They continually communicate with parents to ensure session times are adapted to suit children's changing needs.

Children demonstrate a sense of purpose as they explore and settle into their play. Staff motivate children to try new experiences. They create an atmosphere of excitement as they reveal sensory activities involving shaving foam. Children delight in how it feels and use their fingers to write letters of their name. Staff help children to make connections in their learning. Children find their name card and use it to check letters they have written. Children's behaviour is good. They are meticulous in ensuring toys are tidied away correctly. Children are kind and caring to one other. They share toys and invite others to sit next to them at mealtimes. Staff consistently reinforce positive behaviour. They talk to children about 'walking feet' and 'kind hands'.

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

• Children make good progress. Staff provide a broad curriculum and know how to move children on in their learning. Children show positive attitudes towards their learning and high levels of engagement as they play and learn. Staff share children's next steps with parents to support children's learning at home.
• Children develop their fine motor skills. This helps to strengthen their fingers in preparation for early writing. Children show skill in using tweezers to pick up pompoms. They develop control using glue spreaders and scissors to complete craft activities.
• Children have very close relationships with staff. They show affection to staff throughout the day and frequently invite them to join their play. Staff act on opportunities to promote children's emotional development, initiating conversations about feelings. Children confidently explain, ' I am happy.'
• Staff engage children in fun activities to improve their balance and coordination. Children giggle as they 'waddle like a penguin' and 'march like a nutcracker'. Staff ask questions to extend children's learning. They ask, 'Is your body bendy or straight?'. Staff offer praise and encouragement as children move around. This boosts children's self-esteem and confidence.
• Staff prioritise children's safety. They are vigilant in their supervision of children and talk to them about safety throughout the day. For example, they explain how dropped toys may be a trip hazard. Children competently recognise their own risks. They use scissors and comment, 'Scissors are sharp'.
• Children with special educational needs and/or disabilities (SEND) are very well supported. Leaders are knowledgeable and skilled in the early identification of children with SEND. They implement strategies to support children and use sign language and visual prompts to support children's learning.
• Staff give clear narration of children's play. They use songs and stories to build children's growing language. Staff engage children in meaningful interactions, giving them time to process and articulate their answers. As a result, children are confident communicators.
• Partnerships with parents are strong. They say staff are kind and approachable. They comment that their children love attending and are making great progress. They say they 'could not ask for more' and feel that their children are 'very well cared for'.
• The manager is a strong leader who is passionate about providing high-quality care. She works closely with her deputy manager to empower staff to engage with new ideas and training. Staff are reflective and act on feedback from supervisions and peer observations to improve their practice. They say they feel valued and that the pre-school is 'like family'.
• Children show developing levels of independence as they wash their own hands and hang up their belongings. However, children's independence is not always consistently promoted. Staff complete tasks for children, such as pouring drinks and serving fruit at snack times. This prevents children from developing greater independence in their self-help skills.

What the setting must and should do next

The provider should:

• support staff to provide children with further opportunities to develop their growing independence.