Up, Up and Away Pre-School

What is it like to attend this early years setting?

Children run into pre-school excited to start their day. Leaders and staff are ready to greet children and their families to talk about the day ahead. Children settle quickly and feel relaxed to start their play immediately. They have developed strong bonds with staff who know them very well, which helps them feel safe and secure.

Leaders and staff arrange the environment with activities to meet children's individual needs. Staff support children with opportunities to develop their growing independence. At snack time, children cut their own fruit, select their own cups and tidy up after themselves. This helps build their self-esteem and confidence in their abilities when they carry out independent tasks.

The curriculum for children is well structured and ambitious for all. Leaders and staff carefully design how children will learn. They plan activities that consider all areas of learning and incorporate their needs and interests. Leaders and staff are exemplary role models to help children understand rules and boundaries. They remind children about using 'tidy legs' at circle time and 'inside feet' when indoors. This helps children to behave positively and understand how to cooperate safely with others. These positive interactions help children develop a real sense of belonging.

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

• Leaders and staff have a clear vision of what they want children to learn. There is a designated key person for each child, who gathers information about their individual likes and experiences. Parents are involved in this process to help create links with home and engage them in their children's development.
• Staff support children to develop their communication and language. Children immerse themselves in singing the 'hello song' to introduce everyone. Children make active choices to sit or stand while they sing. They enthusiastically copy actions to songs they know. Staff positively support children who are still developing their communication and language, to make good progress.
• Children are excited to learn. Leaders and staff implement a daily routine for children to understand what is coming next. This helps children recognise transitions in their learning. Although children know what is expected, some parts of the routine are less effectively organised. As a result, children can wait longer and become distracted during times of transition.
• Children show a love for outdoors. They have lots of opportunities to develop their physical skills. Children plan obstacle courses with planks of wood and crates, using their imagination. They show fascination with manipulating textures. With sand, children use tools to dig, pat and transport buckets to make towers. This helps children to concentrate and develop their fine motor skills.
• Leaders and staff are passionate about promoting children's independence. This helps children to build confidence in what they can do. They have their own 'belongings bucket' and demonstrate how they can confidently put on their coats and find their shoes. Staff know children well. They encourage children to prepare for snack time. Children know how to cut their own snack with appropriate tools. When they are finished, they demonstrate how to tidy up what they have used.
• Parents express how wonderful the pre-school is. They talk about the positive events that children and families take part in. There are great efforts to communicate with parents which is highly appreciated. Parents value the collaboration made to ensure children make progress in their development, which helps children to have the best experiences.
• Leaders and staff effectively support children with special educational needs and/or disabilities. They work with other professionals so children can receive the support they need from early identification. As a result, appropriate strategies help children make progress and working together with families is key.
• Leaders are passionate about staff and their professional development. They observe and support staff with regular feedback and supervisions. As a result, staff morale is high and they feel valued in their roles. Leaders help staff to understand their roles and respond to their needs and suggestions.

What the setting must and should do next

The provider should:

• review routine transitions during the day to improve the time spent by children as they move on to other activities.