Tiddlywinks Pre-School

What is it like to attend this early years setting?

Children excitedly arrive at the pre-school; they enter with confidence as they say hello to staff and wave to visitors. Children demonstrate a sense of belonging. They independently find their own coat peg and hang up their belongings. Children select their name for self-registration and quickly engage in their chosen activity. They take part in a registration session as they sit on the carpet and sing a 'hello' song to their friends. Staff ask children about the weather. Children say, 'it's sunny', and know that they need their sun cream and hats for outside play.

Children develop a love of books and select a book to take home and share with their family every week. Story sessions are part of the pre-school routine. Staff explain to children the expectations for their behaviour to prepare them ready for their transition to school. For example, they remind children to use their listening ears, to put up their hand if they want to say something and to take turns in conversation. Staff skilfully use books to support children to think about their feelings and emotions. Children relate to the coloured monsters in a familiar story. They say, 'I am a yellow monster, because I am happy'. Children's learning is extended by discussing what makes them feel happy, sad or excited. In turn, children use facial expressions to communicate how they feel.

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

• Staff find out about the experiences children had before they attend the pre-school to support them with their future learning. For example, staff have identified that during the COVID-19 pandemic some children spent less time participating in group activities. As a result, staff hold daily social communication sessions. A sports coach and dance instructor also attend the pre-school weekly. These activities support children to be physically active, to be confident in new situations and to develop social skills.
• Overall, children with special educational needs and/or disabilities (SEND) are well supported. The special educational needs coordinator is knowledgeable in her role. Any gaps or concerns about children's development are shared with parents. If necessary, referrals are made to other agencies. Although staff are aware of the current targets for children with SEND, they do not consistently liaise with other professional agencies involved with the children.
• Mealtimes are a social occasion at the pre-school. Children behave well and use their manners. They discuss healthy foods in their lunch box and know to eat good foods before any treats. Children have individual place mats with photographs of their family. Staff use their interactions with children to help promote diversity in the group. They prompt discussions about family differences and the community in which the children live. Children have opportunities to be independent, for example, they wash and dry up their snack plates and cups.
• Children show confidence in completing this task, working cooperatively with their peers.
• Children have plentiful opportunities to be physically active. They enjoy their time outside in the well-resourced space. Children line up and take turns to negotiate their way across a course made of crates. They use their throwing and coordination skills to get a ball into a basket. Furthermore, all children participate in the pre-school sports day. Parents gather to watch the children show off their physical skills. They steer wheelbarrows around cones, collecting pom-poms and racing their friends to the finish line. Children show pure delight as they reach the end of the race.
• Parents speak highly of the pre-school and say they do not want their children to leave. They share that communication is strong and staff have supported families through difficult times. Parents comment on the progress that their children have made during their time at the pre-school. That said, staff do not provide parents with clear information about their child's next stage of learning.
• Overall, children's language development is well supported, for example, children participate in communication group time. They are encouraged to use their language skills during the activity. Staff repeat words and model language using correct pronunciation. That said, during some activities, staff do not always allow children time to think and respond to questions.
• Staff attend regular supervisions with the managers. They use this time to discuss their well-being, training and targets. Staff recently attended sign language training. This skill is being used to support children's communication development. Staff comment that they feel well supported and love working at the pre-school.

What the setting must and should do next

The provider should:

• strengthen the communication with other professional agencies to ensure children with SEND reach their full potential
• improve strategies for sharing information with parents so they are clear about what their child's next stage of learning is
• allow children more time to think through their ideas and responses to questions they are asked, to maximise their learning.