Two Bees Pre-School

What is it like to attend this early years setting?

Children are keen to arrive at the setting. They run to staff members, excited to show them their Easter bonnets that they have made at home. Children are equally greeted by staff with enthusiasm and a friendly face. Staff are attentive to children. They listen with interest as children tell them about how they made their bonnets. As a result, children form secure attachments with staff.

Children know the routine well. They take part in free play and some children have breakfast before registration. Children have access to healthy choices such as fresh fruit, milk and water. Staff recognise the importance of eating breakfast and the impact this has on children's learning and development. As a result, children's physical health is promoted, and they are ready to start the day.

Children's behaviour is good. While outdoors, they play cooperatively and take turns to go down the slide. Children are motivated and eager to learn. For example, they squeal with excitement as they blow bubbles into the air. Staff model language well. A child says, 'Catched one' as they reach for a bubble, and a member of staff says, 'Yes you caught one'. Consequently, children have the opportunity to hear the correct pronunciation of words.

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

• Staff make effective use of assessment. They accurately identify where children may need additional help and proactively use this information. For instance, staff work in partnership with other professionals such as speech and language therapists and specialist teams within the local authority. As a result, children receive the correct level of support at the earliest opportunity. This informs a well-thought-out curriculum designed to meet the needs of each child. Consequently, children make progress relevant to the starting points in their development.
• Parents are very positive about the setting. They say that their child has 'come on in leaps and bounds'. Parents report feeling well supported. For example, they explain how staff have helped them to access other professionals for children with special educational needs and/or disabilities. This demonstrates strong partnership working. As a result, children achieve the best possible outcomes.
• Staff split younger and older children into two groups for registration. However, due to competing noise levels, children do not fully benefit from this activity. This means that some children become distracted. As a result, not all children are able to practise their language and listening skills.
• Staff successfully encourage children's interest in books. For instance, staff read with animation and enthusiasm as they share a familiar story with a group of children. Children are brimming with excitement as they are invited to recall the story. Staff skilfully support learning. For example, they ask, 'How do we know this is the hungry caterpillar?'. The children shout, 'It's massive', 'It's got colours' and, 'It's big'. However, when the activity is extended, some children lose interest because the activity is too long.
• Children have some opportunities to become independent. For example, they have access to a self-serve breakfast area. Jugs of water are available throughout the day, and children are encouraged to pour their own drinks. Additionally, older children independently access the toilet and wash their hands. However, these opportunities are not consistently in place for all children. For instance, staff put younger children's coats on for them without demonstration or allowing children to have a go. Consequently, children do not always have time to practise this skill.
• Staff successfully use children's interests to provide new learning experiences. For example, the setting organises a 'care for a pony day'. Children help to feed and brush the ponies. Consequently, they build respect for animals and learn about their care needs.
• Leaders and managers place staff well-being as a high priority. Staff supervisions are in place, which identify individual strengths and opportunities for development. This helps staff to feel valued and respected. Subsequently, staff comment that they feel supported within the setting and report good levels of job satisfaction. For example, one member of staff states, 'I love my job' and this is reflected in the enthusiasm and passion demonstrated within their role.

What the setting must and should do next

The provider should:

• improve consistency in how staff support younger children to develop their independence and self-help skills
• review the planning of group activities, so that distractions are minimised, and all children can benefit from the learning intentions.