Tickton Pre-School and Play Pals

What is it like to attend this early years setting?

Children thrive at this extremely nurturing pre-school. Every child is warmly greeted by all staff members on arrival. Children take off their own coats and hang these up before eagerly finding their friends and starting to play. They enthusiastically choose from a wide variety of stimulating play activities. They are always keen to invite adults to join in their play.

Children who are new to the provision are supported extremely effectively as they settle in. Care is taken to introduce them to their peers, and to help them to feel included in the daily routines. Children establish extremely strong attachments with their key person. This helps children to feel emotionally secure.

Children's behaviour is exemplary, and their manners are impeccable. They display a mature respect for their peers and adults. They support their friends to join in activities and help staff at snack time. Children display excellent levels of concentration as they become engrossed in their learning. They are keen to try out new skills. For example, they blend pastels when exploring different mark-making equipment.

Children with special educational needs and/or disabilities (SEND) flourish. Parents speak emotionally about the positive impact the setting has made to their children's lives. They greatly appreciate the support they have received from the staff team.

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

• Leaders and staff have designed an ambitious curriculum based on their knowledge and understanding of each individual child. The environment, is planned meticulously, so that children can make progress in all aspects of learning. Leaders regularly evaluate the provision, making changes based on their observations. This ensures learning opportunities are maximised. Children's interests and curiosity are constantly being reflected in the resources and opportunities made available to them.
• The staff team has identified that children's communication and language skills have been affected because of the COVID-19 pandemic. Developing children's speech is, therefore, central to all their experiences. They hear a rich variety of vocabulary, as staff skilfully introduce new words and phrases as children play. As a result, children are becoming highly confident communicators. They enjoy talking about what they can do. Those who need further help with speech and communication benefit from a carefully structured programme of support. Referrals are made as required to specialist services.
• Children confidently initiate their own play. They curl up to hide in cardboard boxes, jumping out to surprise the staff. They decide to make their own witches potions using the herbs they are growing in the garden. Adult-led activities thoroughly engage the children, sustaining their interest for long periods. For example, children proudly show the inspectors how they are using their counting finger at the interactive whiteboard. They persevere to get the answer right if they miscount. They join in rhymes and songs with enthusiasm as staff help some of the younger children with the actions.
• Partnership with parents is superb. Parents are delighted with the progress their children are making. They receive regular updates from their child's key person. A wealth of resources, such as story sacks, are available to help parents to support their children's learning at home. Staff readily provide advice to parents, for example about school admissions, healthy eating, and toilet training. Staff also help families to access additional support from other local services, if required.
• Children with SEND make exceptional progress. The pre-school is extremely inclusive. Activities are planned with considerable thought to ensure they are accessible to all children. Children readily help their peers to participate. Staff work extremely effectively with a wide range of specialist services to provide the most holistic support to children. This includes visiting schools with the families of children with SEND, to identify the most appropriate way to plan children's transitions.
• Children demonstrate extremely high levels of independence. They help to prepare and serve healthy snacks. They wash and dry their own dishes. They learn to wipe their noses and clean their teeth after lunch. Children proudly tell staff when they have managed to use the toilet independently.
• The well-being of staff is a high priority for the management team. Regular supervisions, peer observations and training opportunities help staff to develop their teaching skills. All key persons are allocated time each week to consider the best ways to support their children's learning. This enables all staff to be highly reflective practitioners.