Victoria Centre

What is it like to attend this early years setting?

Children are very happy and settled at this calm and welcoming pre-school. They form strong relationships with staff, who provide an extremely caring and reassuring approach. Children feel valued and safe in their care. Children benefit from the well-thought-out environment that provokes curiosity. For instance, children experiment with sounds as they play the piano alongside staff. Staff use their teaching skills effectively to help the children think about what else they could do with the resources. For instance, staff show children how they can add herbs to dough to create different smells and textures while building their hand strength as they squeeze and stretch dough.

Staff are excellent role models who have high expectations of children's behaviour. They support children to gain good personal, social and emotional skills through stories and activities that help them understand their own emotions. For example, children learn to use colours to express how they are feeling. Staff reward children for their achievements and recognise the positive impact this has on children's self-esteem. For example, staff provide lots of praise and encouragement when helping children to make paper aeroplanes. Children listen closely to instructions, folding the paper carefully. Everyone cheers as the paper aeroplanes fly through the garden. This supports children in developing their resilience and confidence in their capabilities.

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

• The manager and the staff plan a broad and stimulating curriculum that takes account of children's interests and what they need to learn next. Staff use observations of children to identify interests and themes, which they build on to help support children's learning. For example, children dig in soil to find model minibeasts that they identify and talk about. Staff talk to children about different habitats, helping them to build on what they already know and understand.
• Overall children are engaged in play and make good progress in their learning. However, at times, staff do not identify when to add more challenge effectively to children's play to help move learning to a new level. As a result, older children sometimes become less engaged in purposeful play.
• The special educational needs and/or disabilities coordinator (SENDCo) has a good understanding of each child's individual needs and has plans in place to support children to make progress. Staff identify when children require additional support and refer them to external agencies if needed. The SENDCo understands the importance of working closely with these agencies and parents to support all children to develop to their full potential.
• Children's communication and language are a priority. Staff provide purposeful interactions that are age and stage appropriate. Younger children, as well as those who require additional support, hear clearly spoken words as staff narrate their play effectively. Children with English as an additional language (EAL) are particularly well supported as staff use words and phrases from their home language as well as books to offer support.
• Mealtimes are sociable and purposeful occasions. Staff sit with children and encourage their positive attitudes towards nutritious and healthy foods. Children independently help themselves to their lunches and pour their own water.
• Children have daily opportunities to be physically active. They practise their physical skills as they learn to run and climb in the large outdoor area. Staff encourage children to think carefully as they learn to take and manage risks as they play.
• Parents partnership are strong. Parents are complimentary about the staff and how their children are happy and well cared for. Staff involve parents in special events, such as the Easter egg hunt, as well as offering support and advice on topics, such as toilet training, sleep routines and tooth brushing. Staff provide parents with regular updates on the progress their children are making and share ideas about how they can continue their children's learning at home.
• The manager has clear vision for the preschool and works closely with the staff team to achieve this. Staff receive regular supervision meetings to discuss their key children and any personal or work concerns. They attend a range of training to support their professional development. This helps to support staff to achieve good standards in the quality of children's learning and care.

What the setting must and should do next

The provider should:

• strengthen staff's skills to support older children to remain consistently engaged in purposeful play.