Tiny Steps Pre-School

What is it like to attend this early years setting?

Children arrive happily, and eagerly leave their parents to explore the pre-school. They are greeted with a warm welcome by all staff. Children go to staff for cuddles and reassurance. This helps them to feel safe and secure. Children enjoy playing and show good levels of engagement in the variety of activities on offer. Staff have created a calm atmosphere for children and as a result, children are extremely relaxed. Staff engage with children in a nurturing and friendly manner.

Children with special educational needs and/or disabilities (SEND) and medical needs are supported well by staff. Staff recognise where children need further support with their language and communication. Children are praised by staff when they meet their individual targets. Staff are proactive and undertake SEND and medical training to ensure that children's needs are met.

Staff introduce the story of the 'The Very Hungry Caterpillar' and provide a range of activities to support the book. Children talk about the range of food the caterpillar eats. They excitedly talk to staff about the size of the watermelon and the seeds they can see. Children take part in rolling, squashing, and squeezing play dough with staff to make their own creations.

Children behave well. They are praised and encouraged by staff when they engage in tidying away. Children are supported by staff to gain new skills and they have access to a variety of activities indoors and outdoors.

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

• Although the manager has a secure understanding of the curriculum for the pre-school, at times staff's understanding of what children need to learn is not consistent. The manager identifies what the children need to learn next, to help children make progress. The manager has placed a strong emphasis to support children with their language and communication. Staff model language well to support children. Children have a positive attitude to their learning.
• Staff help children to learn about the wider communities and cultures of the children who attend the pre-school. As a result, staff teach children to learn and understand the differences and similarities in other cultures and traditions. Staff and children celebrate festivals and use a range of resources to help children develop respect for others. Staff ensure that the languages children use at home are fully respected and represented within the pre-school. The manager and staff use key words in a range of languages to support children who speak English as an additional language.
• Children enjoy exploring the outside space and take risks with staff support. Staff skilfully minimise disputes and help children to take turns and share the play equipment. Children enjoy climbing, balancing, and sliding using the large climbing frame. Children learn how to keep themselves safe when using large play equipment. However, at times children are not fully engaged in purposeful learning experiences outdoors. Younger children wander and pick up random outdoor resources.
• The key-person system is effective. Staff understand and know the children well, they speak passionately about working with the children. Children with special educational needs and/or disabilities (SEND) are supported and fully included in the planned activities. Children are encouraged to explore every activity provided and staff work hard to ensure that every child fulfils their learning potential. Therefore, children make good progress in their learning from the support provided by qualified staff.
• Children's health and hygiene is given high priority. Children eat healthy snacks and meals and they are encouraged to make healthy choices about the food they eat with staff guidance. Children independently use the toilet, wash their hands, and serve their own drinks during mealtimes.
• Parent partnerships are strong. Parents enthuse about how happy their children are and speak highly of the pre-school manager and staff. Parents report that staff 'make children feel special'. Staff keep parents well informed about their child's learning, development and areas that need additional support.
• Staff meet regularly with the manager for team meetings and continued professional development. The leadership team ensure that training days are purposefully planned to motivate and support staff. Leaders and managers support staff well-being. Staff report that they feel supported by the manager.
• Staff prepare children well for the move on to school. The manager has strong links with the local school. School staff visit the children at the pre-school to meet them in a familiar environment. This enables staff to support children in preparation for when children move into school.

What the setting must and should do next

The provider should:

• help staff to understand how to ensure that the curriculum is implemented effectively
• support staff to challenge and extend children's learning during outdoor activities.