Tutshill Community Pre-School

What is it like to attend this early years setting?

Children demonstrate that they feel safe and secure in this nurturing, community-driven setting. Children new to the setting benefit from cuddles and reassurance from the kind and caring staff. This helps them to settle quickly into their play, display high levels of confidence and explore the environment. Staff provide children with a wide range of inviting outdoor play opportunities. They ensure children are ready with waterproof clothing and wellies so they can take part straight away.

Staff plan the curriculum to promote children's independence and confidence. At snack time, children choose what and when to eat. They help staff prepare fruit, using safety knives to cut and peel oranges into segments. Children move freely between activities. They are supported by staff who play alongside them to extend their ideas and join in at their level. For example, during role play, staff take on roles requested by the children. They use imaginative play to teach children important routines such as brushing their teeth before bed to support their understanding of self-care and oral health. Children develop positive attitudes to learning and cooperate well with others in their play. Staff deepen children's knowledge through carefully planned play experiences. They introduce new words, such as 'horse chestnuts' and promote number skills as children count acorns in their hands. Children lead their own learning as they roll items down a cardboard tube. Staff ask them questions to promote their thinking, such as asking if they think the resources will move down the tube fast or slow.

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

• Staff remind children of the setting's rules to support their understanding of what is expected from them. For example, during circle time, they discuss illustrations of the rules, such as 'walking shoes' and 'indoor voices' to reinforce positive behaviour. Leaders are aware that high noise levels at times impact children's ability to listen attentively and engage in sustained learning. Although some staff implement effective strategies to promote a calm learning environment, this approach is not consistently embedded across the setting.
• Staff build warm, positive relationships with children and use their knowledge of children's individual interests to extend their learning in the moment. Adult-led activities are thoughtfully planned and support children's overall development, helping them build key skills across the curriculum. However, on some occasions, staff do not always encourage or invite children who show they are eager to join the group. As a result, some children miss valuable opportunities to engage in purposeful learning to enhance their progress further.
• Staff make regular assessments of what children know and can do. They use this information to plan focused learning experiences, tailored to children's individual needs and developed in partnership with parents. This supports all children to make good progress. Children with special educational needs and/or disabilities (SEND) receive additional targeted support, enabling them to achieve well. Staff help children to regulate their behaviour. They read them stories to help them explore their feelings and emotions. Children link colours to emotions such as blue with sadness.
• Staff teach children to care for the environment and respect the world. They explain why recycling is important and help children sort objects into plastic and paper waste. Staff give clear guidance and praise, encouraging children's actions and thoughts. Children apply their knowledge when exploring animals in water. They eagerly remove plastic waste, showing their understanding of protecting wildlife and the environment.
• Partnerships with parents are a strength of the setting. Staff work closely with parents from the induction period, meeting with them and gathering information to help plan for children's learning from the outset. Parents attend flexible settling-in sessions that meet children's individual needs, as well as attending events throughout the year. They are highly involved in the setting and organise community fundraising to support it. Parent feedback is very positive. They feel well informed about their children's experiences and trust that their children are in safe hands with the experienced staff.
• Leaders and staff build strong partnerships with other settings that children attend and move on to. They speak with other providers and share children's experiences and next steps in learning to ensure consistency. Each week, staff take children to the local school for 'nature school', helping them explore new surroundings and build confidence outdoors. Leaders monitor and evaluate the impact of these activities on children's learning and development. They plan to provide staff with forest school training, supporting ongoing professional development and increasing opportunities for this type of learning within the setting.

What the setting must and should do next

The provider should:

• support staff to consistently implement strategies to reduce noise levels so that children can listen attentively and fully concentrate on their learning
• enhance the delivery of adult-led activities to engage all children who want to take part to further support their good progress.