Victoria Pre-School

What is it like to attend this early years setting?

Children arrive eager and ready to learn at this friendly and inclusive pre-school. They benefit from a nurturing environment where their emotional well-being is prioritised, especially when settling into a new term. Staff take time to get to know each child, using information from parents to plan activities that help children feel safe, secure and valued.

Children develop strong relationships with staff and show high levels of confidence and independence. They move seamlessly through daily routines, responding well to visual cues and prompts. Children learn to manage their personal care with growing independence such as putting on their shoes and washing their hands without support. Staff model kindness and respect, which is reflected in children's behaviour. They cooperate with one another, take turns and wait patiently.

Learning is fun and purposeful. Music and movement are key features of the curriculum. Children sing songs with enthusiasm and enjoy dedicated music sessions that support rhythm, language and memory. Outdoor play is embraced, with opportunities for climbing, balancing and exploring nature. Children also learn the importance of healthy living through food choices, gardening activities and discussions about sun safety.

The pre-school has a strong community ethos. Events such as family fun days and welcoming parties for new families help children feel part of a wider, caring community.

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

• The curriculum is well thought out and meets the individual needs of all children. Staff plan activities based on children's interests and developmental stages, helping them settle quickly and make good progress across all areas of learning. For example, staff use information gathered from parents about children's likes and dislikes to plan their environment.
• Children enjoy a balanced mix of adult-led and child-initiated activities. They have time and space to explore freely, developing their thinking and independence, while also having time to engage in new experiences and learning. For example, the children enjoyed a visit from horses, which provided new experiences to discover and discuss.
• Staff promote a language-rich environment. Children enjoy familiar stories, songs and rhymes. Staff skilfully extend children's vocabulary during play and story time, encouraging them to recall and use new words with confidence. For example, children experimenting with frozen leaves are introduced to new vocabulary such as 'slimy' supporting their understanding of the natural world.
• Children with special educational needs and/or disabilities (SEND) receive tailored support through strong partnerships between staff, parents and professionals. By working closely with families and external agencies, staff identify and address each child's individual needs promptly and effectively. Transitions are managed sensitively, and this helps children with SEND make good progress from their starting points.
• Staff are warm and kind and have built secure attachments with children. Staff teach children to have a positive sense of self. Staff listen to and respect children's feelings and wishes. They teach children emotional language using 'The Colour Monster' story and mirrors so children can recognise emotions and what they look like.
• Children's behaviour is positive throughout the day. Routines are embedded, and expectations are consistent. Children follow these with minimal reminders, demonstrating emotional maturity and a growing sense of responsibility. For example, children take turns going down slides and exploring the sand pit. They understand that shoes and socks need to be taken off and feet brushed down after use to keep their environment and themselves clean.
• Partnerships with parents are a strength. Parents feel involved in their child's learning and value the support offered such as healthy lunch advice and access to the clothing exchange rail. They speak highly of staff and the care their children receive. Parents comment on how their children settle into nursery quickly due to the strong support from staff.
• The management team is reflective and regularly evaluates provision, leading to improvements such as revising handover routines to strengthen communication with parents. While general feedback and training are provided, staff do not always receive targeted feedback on their individual practice. This reduces opportunities to refine their skills and develop their practice.

What the setting must and should do next

The provider should:

• improve arrangements for monitoring staff practice to identify and provide well-focused staff training and coaching to improve outcomes for children even further.