Titchmarsh Pre School

What is it like to attend this early years setting?

Children happily arrive at the pre-school, eager to start their day. They are greeted by kind and caring staff. Children hang up their coats on their named pegs and take part in self-registration, which helps develop their independence. Staff provide a range of interesting activities for the children to learn from, which children are keen to explore. They confidently make choices in their play. Children develop bonds with their key person and staff in the pre-school, helping them to feel safe and secure and supporting their emotional well-being.

Children explore play dough, strengthening their small muscles as they push pieces of herbs into it. Children's language and imagination are promoted as staff join in their play. For example, as children excitedly tell staff, 'I've got coins,' staff ask what they could buy and teach words such as 'shiny' and 'differences'. Staff praise children for their achievements, boosting their confidence and self-esteem. Children enjoy exploring the safe outdoor area. They confidently climb on equipment, showing good control and balance. They enjoy using chalks on the ground, drawing reindeer, and staff encourage children to count the legs. Staff comment on patterns children make, such as spotty, developing children's early mathematics.

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

• The manager has a good vision of what she wants children to learn and knows how to teach them the skills they need in preparation for when they leave pre-school. The curriculum is well planned, enabling children to make good progress. Staff plan activities based on children's interests, promoting their curiosity and motivation to learn.
• All children, including those with special educational needs and/or disabilities, make good progress from their starting points. Staff swiftly identify gaps in learning. They work closely with parents and other professionals and make timely referrals. Staff follow targeted action plans and use additional funding to help children make the best possible progress in their learning.
• Staff support children to become increasingly independent. They encourage children to put on their own coat and to help each other with their zips. Children pour their own drinks for snack and serve their food at lunchtime. Staff help children to build their self-help skills by encouraging them to try and do things for themselves, offering help when needed.
• Staff set high expectations for children's behaviour and remind them of rules during play, helping them to share and take turns. As a result, children's behaviour is good, and they follow the pre-school routines well, helping to create a calm environment. For example, at snack time, children remind each other, 'You can take one piece of fruit.'
• Children are beginning to learn about keeping themselves healthy, for example, through washing their hands before meals. Children are mostly offered healthy snacks. However, not all children are given the opportunity to learn about making healthy choices.
• Staff share stories with children, pausing to ask questions and giving children time to join in. This helps to develop their listening and attention. For example, staff ask children where the bees in the story might live, and they respond, 'In a hive' and say they 'like honey'. Staff introduce the correct language to children. For example, when a child draws a reindeer and says it has 'horns', staff talk about reindeer having antlers. However, staff do not always use their interactions with children in a way that supports emerging language.
• Parents speak positively about the pre-school and the staff and say their children are thriving. They feel supported by staff, who identify their children's needs and support them through referral processes. Parents comment that their children are happy to attend, and they receive regular updates about what their child is learning. They comment that the pre-school is wonderful.
• Staff speak highly of how they are supported by the manager in their roles and enjoy working as part of a team. Training needs are identified through regular supervision meetings, helping staff to keep their knowledge up to date. New knowledge is shared with colleagues to promote good quality teaching.

What the setting must and should do next

The provider should:

• offer all children the opportunity to make healthy choices at mealtimes to develop their understanding of how to keep themselves healthy
• improve staff's understanding of how to support children to develop their language and communication.