Twinkles Preschool

What is it like to attend this early years setting?

Children are happy and secure at this pre-school. The staff team has developed warm and welcoming relationships with the children, which help to build children's self-esteem. Children are confident and show excitement as they anticipate what staff are going to set up next.

Staff set up the indoor and outside environment to provide a range of activities well. They carefully consider what it is that they want children to learn. Children explore as they independently select what they would like to play with.

Staff promote children's interest in books and stories effectively. They include books that link to the learning focus as they set activities. For instance, children explore model dinosaurs and gain a deep understanding of dinosaurs as they explore books and stories about them. They learn the different names for dinosaurs and what they prefer to eat.

Staff teach children good manners and how to share and take turns with their friends. Children, generally, behave well as staff give gentle reminders to support children's understanding of the safety rules, such as 'no running inside'.

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

• Staff regularly monitor the progress of their key children and plan appropriate activities that are based on children's interests to address gaps in their learning. This helps to ensure that children make good progress. However, sometimes, staff do not prepare children well for changes in routine. As a result, they disengage or show reluctance to move on.
• Children benefit from the focus that staff place on their communication and language skills, particularly for the children who speak English as an additional language. Staff narrate as children play, and staff clearly emphasise key words in their interactions. This helps children's understanding and speaking skills.
• The manager uses additional funding well to ensure that children have rich experiences that enhance their learning. For example, they access music and dance workshops taught by outside agencies. These help children to make good progress in their physical skills, develop their listening skills, confidence and social interactions.
• Children gain the knowledge and the skills they need to prepare them for their next stage of education. They become increasingly independent in managing their personal care routines and hygiene practices. Children can put on their own shoes, help themselves to their drink when they need it and thoroughly enjoy washing up their own cup after lunchtime.
• Children learn to understand the importance of oral hygiene and a healthy diet.
• They have opportunities to practise brushing teeth correctly through their role play and exploration. During snack and mealtimes, they taste a range of healthy fruits and enjoy the nutritious meals that staff provide. This supports children to learn and develop healthy lifestyles.
• Parents speak highly of the pre-school. They comment on how well the staff know their children. Staff keep parents informed about their children's progress through an online monitoring app. However, systems are not consistently in place for staff to share day-to-day information about children's experiences to enable parents to support their children effectively and to understand about their children's day.
• Staff work closely with other professionals to ensure that children receive the specialist help or support that they require. All children receive the help and support they need to make good progress from their starting points.
• The manager is passionate and enthusiastic. Regular evaluation and effective team working contribute to a generally well-organised provision. Staff have good opportunities for professional development. They access a wide range of training topics and receive support from the manager.

What the setting must and should do next

The provider should:

• strengthen the organisation of routine changes to ensure that children are well prepared for what is happening next and transition through activities with minimal disruption to their learning
• enhance the information given to parents about their children's experiences during each session to help them support children and understand about their day.