Triangle Pre-School

What is it like to attend this early years setting?

Staff place children at the heart of everything they do. Tailored settling-in sessions meet the unique needs of each child and their family. Staff recognise the utmost importance of gathering lots of initial information from parents about their children's interests and needs. They use this information very well to plan a curriculum that closely follows children's own choices and supports their good progress. Children are confident, happy and curious in their play and learning because the staff team and approved volunteers are highly effective role models. Staff frequently praise children for their efforts and sensitively remind them of the setting's golden rules. Children have a positive attitude to learning and understand expectations.

Children show a strong love of books. Inviting activities linked to the story of the week motivate children to recall repeated refrains. Staff enthusiastically read to children, immediately capturing their attention. Staff prioritise children's communication and language. They skilfully incorporate the word of the week at every opportunity and sensitively repeat words back to children to support their correct pronunciation. Children are imaginative and show strong bonds with staff. They use their hands to shape sand, pretending to make pizzas for them. Staff challenge children to solve mathematical problems, such as how many more spoonfuls of oats are needed to make 'Gruffalo' crumble. Children benefit from regular walks in the adjoining recreation park. They observe how the natural environment changes throughout the seasons and actively listen to and identify sounds. This helps them to develop an understanding of the wider world.

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

• Leaders and the staff team implement an ambitious and well-sequenced curriculum that is tailored to meeting the needs of each child, using their knowledge of families and the local community. Regular assessments and observations ensure that children's progress is stringently monitored and used to precisely identify what skills and knowledge children need to learn next.
• The staff work very well together and know children well. Staff swiftly identify children who are not developing in line with expectations and seamlessly provide a wealth of intervention techniques and strategies that meet the individual needs of children. For example, they use clear visual prompts to help children express how they feel and sand timers to support them to share and take turns. These are highly effective in helping children to build positive and respectful relationships with each other.
• Children have plenty of opportunities to lead their own play. Alongside this, staff plan a range of focused small-group adult-led activities. Overall, they use these well to help children to learn and remember more. However, at times, children find it difficult to remain engaged. This is because they are distracted by other staff and children participating in their group activities. Leaders have not considered incorporating this teaching within children's play to fully focus children's attention and engagement.
• Children thoroughly enjoy the fresh air and are physically active. They learn to assess their own risks when they bounce on the trampoline and develop strength and stamina as they hang upside down on a sturdy bar. Staff challenge children to build on their physical abilities, such as teaching them to pedal a tricycle. Weekly visits from a sports coach help children develop teamwork skills and improve their ball control and coordination.
• Overall, staff encourage children to do things by themselves. For example, they eagerly help to prepare their own snack and tidy away the toys they have finished playing with. However, there are occasions when staff do not extend children's growing independence. For example, they intervene too quickly to help children to put on or take off their coats without challenging them to have a go themselves.
• Partnerships with parents are strong. Staff keep parents well informed about their children's learning and time at the setting. They speak to them at drop off and collection times, invite them to parent meetings and add photos and comments of their children's achievements to an online app. Parents are warmly welcomed to events throughout the year. They comment how their children 'love to attend' the setting and how they have 'developed great relationships with all staff.'
• Leaders work closely with staff to support their ongoing professional development. They frequently observe staff practice, swiftly identify any areas for improvement and provide guidance when needed. All staff have good opportunities to complete training. New knowledge and skills are shared with the whole team to ensure a consistent approach. Recent training has had a positive impact in helping children to express and manage their emotions.

What the setting must and should do next

The provider should:

• review the organisation of adult-led group activities to fully support children's participation
• use everyday routines to develop children's independence skills further so they can do more things by themselves.