Warborough & Shillingford Pre-School

What is it like to attend this early years setting?

Most children enter the pre-school confidently after their half-term break. All children receive a warm welcome from staff, and the parents of those who need a little extra support are invited to stay until their child is fully settled and playing happily. Since the last inspection, the pre-school environment has been re-structured to create a stimulating learning atmosphere. This has benefitted the children's learning significantly, as they can now explore and experience a wider range of curriculum activities. Children are happy; they demonstrate they feel safe and clearly enjoy what is available. They are focused and engaged in their play, and this is shown as they excitedly hunt for bugs, plant seeds, play with dolls and enjoy more active play opportunities.

Staff are good communicators with the children. They provide an environment which is rich in spoken language. Staff are attentive to the children, know them well and support their learning and development with ease. Children and staff have fun together and behaviour is good. Children of all ages are seen concentrating well as they play on the interactive digital screen. Here they complete puzzles on a large scale, draw and play cooperative games. This, along with drawing on whiteboards and making 'cakes' in the mud kitchen, helps to strengthen children's attention and small physical skills. All children, including those with additional funding, are very well supported by staff.

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

• The new leadership team have made significant improvements to safeguarding, quality of teaching and organisation at the pre-school since the last inspection. A newly-developed curriculum is now in place, which sets out a structure of what leaders want children to learn. Staff have received suitable training and support which has improved the staff's knowledge, understanding and skills to fulfil the requirements of the early years foundation stage. This, in turn, has helped to rapidly improve the learning experiences offered to children.
• The leadership team have a clear vision of how they intend to continue to make further improvements. An effective action plan outlines the support to promote the quality of teaching even further and ways to enhance the outside space. However, at the time of inspection, these plans have not been fully embedded to raise the quality of education and children's care to an even higher level. Nevertheless, staff have regular meetings with managers and they benefit from the local authority training and support.
• Staff have a good awareness of their role as a key-person. They know how the children in their care are developing and what they need to know next. Staff support children's ideas and self-chosen play effectively. For example, staff follow children's lead on making potions in the garden and drink the 'latte' that the children have created for them.
• Staff model language well, as they talk and engage with children throughout the day. This helps children to develop their own communication and language, as they hear and learn the context of spoken words. Activities such as singing and reading books further aid their speaking and understanding skills.
• Children behave well and have fun together. They are heard giggling and chattering together as they play. Children are becoming increasingly independent. For example, they tidy up confidently at the end of each session and have opportunities to pour themselves drinks as needed in the day.
• Staff help children to learn the importance of a healthy lifestyle. They use key opportunities to reinforce this message, such as when children are washing their hands, eating and drinking. For instance, they talk about what foods are good for them and how drinking plenty of water will keep their bodies hydrated. All children enjoy playing outside. They enjoy running around the garden, balancing on the stepping stones and riding on bicycles. This supports children's well-being and physical skills.
• Parents comment positively about the changes made to the pre-school and how they are happy with the way their children are developing. Parents have a good amount of information available to them, and they benefit from the monthly parent meetings. This helps them to work in partnerships with the staff at the pre-school in supporting their children's education and health.

What the setting must and should do next

The provider should:

• build on the good systems for staff support to identify their professional development needs more effectively, enhance their skills and raise the quality of education and children's care to an even higher level.