Towntree Pre-school Ltd

What is it like to attend this early years setting?

Children arrive at this nurturing pre-school happy and eager to start their day. The key-person approach is firmly embedded. For example, staff work hard with parents to support new children when they start. They gather in-depth information about the children and their families. Staff use this information and plan settling-in sessions that are unique to the children's needs. This helps children feel safe and settle quickly with the staff.

Leaders plan a well-sequenced curriculum based on the children's interests and the skills they need for later life. They plan activities to build on what children already know to further their learning. For example, children have been learning about Halloween and observed a spider web in the garden. Staff plan exciting bug hunts outside. Children concentrate as they use clip boards, ticking off the pictures of bugs displayed in the garden. This helps develop the small muscles in their hands for later learning. Furthermore, staff extend children's thinking by introducing pictures of different bugs, such as centipedes and dragonflies. This helps children develop their knowledge of the world around them.

Staff have high expectations of children's behaviour. They promote a kind and calm environment for children to explore. Therefore, children mimic these behaviours and develop warm friendships with their friends.

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

• Staff promote children's independence well. They encourage children's self-care in their daily routines. Younger children are growing in confidence as they scoop cereal into a bowl with a large spoon. Staff encourage children to keep trying. For example, they give older children plenty of time to put their coats on to get ready to play outside. This helps children to succeed and develop their independence.
• Staff weave in opportunities to develop children's mathematics. For example, children build three dimensional towers from magnetic shapes. Staff introduce new shapes, such as hexagon, to develop children's learning. Furthermore, they play alongside children, counting as they share their pretend pizza with their friends. Staff challenge older children as they introduce simple addition. Children make good progress in mathematics.
• In general, teaching is good. Staff have a clear understanding of the nursery curriculum. They complete regular observations of children's development. Staff place a high priority on developing children's communication skills. For example, older children speak with confidence as they talk about autumn and the leaves falling off the trees. However, staff's implementation of planned group activities does not always promote or extend individual children's learning effectively.
• Some of these activities are too complicated for the age and stage of the children. For instance, staff do not always consider how to adapt teaching materials so that they are suitable for the younger children to enable them to fully participate. At these times, children's learning is not maximised.
• Staff ensure that regular risk assessments are completed to keep children safe in the pre-school. They deploy themselves well to ensure that children are supervised effectively. Staff are vigilant and quick to respond if children suffer an accident. They keep thorough accident records and share these with parents.
• Children's behaviour is good. Staff teach children the routines in the pre-school well. For example, they use a bell to help children to know when it is time to change activities to get ready for lunch. This helps children to care for their environment as they tidy away their toys and know what is expected of them.
• Staff work well in partnership with parents. Parents comment how their children have quickly settled and that the staff know their children very well. Staff share regular information with parents about their children's development through daily discussions and an online platform. This helps parents to continue their child's learning at home.
• Leaders regularly review practice and identify areas for further development. Staff complete mandatory training, such as safeguarding and first aid. However, leaders do not always precisely identify where staff practice can be developed in order to raise the quality of teaching and consistently target children's next steps in learning.

What the setting must and should do next

The provider should:

• review and improve how group activities are organised so that all children can fully participate
• strengthen monitoring of staff practice to identify development opportunities and extend teaching further.