Two Hands Preschool

What is it like to attend this early years setting?

Children enjoy a rich-learning experience that prepares them for future learning exceptionally well. Children gain a sense of themselves as they explore the diversity of the local area on daily walks around the community, such as to the allotment and to the local market to learn about where food comes from. Children are physically active, and they develop great confidence in their abilities. They persevere to master obstacle courses and become skilled at throwing beanbags onto a target.

Children behave exceptionally well and show great care for their friends. For example, they notice when their friends are sad and give them their favourite scarf for dancing. Children cooperate extremely well together in their play. They independently work together to solve problems, such as how to tip the last of the water out of a dispenser. Staff use group times to engage children's interest in books. The oldest children learn the purpose of the detail on the back of books, which prepares them well for future reading.

Leaders and managers have great ambition for children to become curious, independent and develop the skills they need for future success. Staff have a strong understanding of the curriculum's learning intent and tailor their interactions to support children's learning They plan a highly stimulating environment that children are excited and motivated to explore.

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

• Children's learning is expertly sequenced, which means children build on what they know and can do. For example, younger children develop their finger strength as they pick up seeds to make sunflower pictures. Older children develop greater control as they draw detailed pictures and learn to write their name. All children make excellent progress from their starting points.
• Children with special educational needs and/or disabilities are extremely well supported. Leaders and managers guide staff to put detailed support plans in place. There are effective strategies in place to share information with parents, such as advice and resources, to further support children's learning at home.
• Staff are highly skilled in their teaching. They challenge children's thinking by asking questions, such as 'I wonder?' and 'how could we?' This promotes children's curiosity and encourages them to develop their own ideas during their play. Children have extremely positive attitudes to their learning.
• Children develop excellent communication and language skills. Staff frequently assess children's language skills and implement effective strategies to support children who have gaps in their learning. Children develop an extremely wide vocabulary, learning words such as 'recipe' and 'nerves'. Children are extremely confident communicators, and they engage in conversation with their friends and adults.
• Staff are highly effective in using stories to engage children's attention. Children listen attentively and with interest. Younger children gather round and point to the pictures, while older children share their ideas about what will happen next. Children develop a love of books, which prepares them extremely well for learning to read at that stage in their learning.
• Children learn about democracy and gain confidence to share their views. Staff seek children's opinions, such as taking a vote on where to go during an outing or which book to read. Children learn to respect the outcome and to respect the views of others.
• Children learn to understand and manage their own emotions. They talk about how they use stretchy toys when they feel angry and enjoy calm moments with their friends in the quiet area. Children have high levels of self-control and regulate their behaviour extremely well.
• Parents speak extremely highly of the provider. They say their children develop high levels of confidence. Partnerships with parents are strong. Parents receive frequent updates about their children's development and appreciate the guidance that staff provide for supporting their children at home.
• Leaders and managers are highly reflective and go beyond the requirements to continuously review the quality of provision. As a result, they identify areas for improvement and seek learning opportunities to extend their already expert knowledge. This has had a significantly positive impact on the experience of children and how well they are prepared for the next stage in their learning.