Watery Lane Pre-school

What is it like to attend this early years setting?

The manager has an ambitious curriculum for all children. She shares this effectively with staff and parents. Staff make meticulous observations. They talk with parents about what children like doing at home. Then they skilfully adapt the learning experiences as children's interests change.

The manager and staff know exactly what children can do and what they need to learn next. Activities and experiences build on children's skills and consolidate their learning excellently. For example, staff have created a log circle and firepit in the outdoor area to teach children safety rules around real fires for when they visit the off-site forest area. Children become very familiar with the rules and boundaries that they need to know to stay safe when out and about.

Staff help children and parents to cope with changes amazingly. For younger children and those who new to the pre-school, staff tailor settling-in sessions superbly. They offer extended settling-in sessions which fully consider the needs of children and parents. When children move on to school, staff share information about their development with the new teachers as well as parents. Children get the chance to visit their new school, join in with play times and meet with teachers. They look forward with excitement to the upcoming changes.

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

• The manager and staff noticed the impact of the COVID-19 pandemic on children's mental health and well-being. They completed training to be able to offer specific help. They work closely with children to reduce feelings of anxiety and improve their social skills. When children have emotional outbursts, staff react calmly and swiftly. In some cases, this means providing children with space and time to calm down. For others, it is talking about the feeling and deciding on how to handle it. Children feel secure in expressing their feelings. They are developing strong and resilient characters.
• Partnerships with parents and other agencies are excellent. Staff rapidly identify when children may need additional support. They work closely with parents and other agencies to put in place interventions to help children. All children, including those with special educational needs and/or disabilities, make excellent progress.
• Younger children love experimenting. Staff offer encouragement as children play. They praise children as they manage to put on their aprons for messy play. Staff readily adapt activities following children's ideas, such as when children decide they want to make hand and footprints with the shaving foam. Children put black paper on the floor. They jump and stamp on it and pat their hands and feet on it to create patterns. Staff talk with children about what they are doing.
• They ask questions which skilfully extend children's learning and communication. Children talk about patterns, count fingers and compare feet sizes. They know how to take turns in conversation. Children remain engaged and motivated for considerable lengths of time.
• Staff continually talk with the children. Staff use signs, home languages and visual cues to help children join in conversations. Children learn new words, listen well and show amazing respect for others' opinions.
• The manager and staff organise excellent outings. They seek to enhance children's understanding of the wider world. As well as weekly visits to the forest area, children get to ride on trains to the beach to explore nature and the sea. They go on walks in the local area, buy supplies from the shops and use the school playground and swimming pool. Children make connections. For example, when making a den and using torches, children suggest going to the shops to buy more torches so that everyone can have one.
• Staff provide older children with opportunities to build their confidence. For example, they use a solar-powered shower in a water tray to encourage those who are not so keen on getting into water to explore safely. Children are fascinated by how they can put their foot over the shower to stop the water flowing. They forget any worries, as they exclaim excitedly at what they are making happen. Staff offer excellent support. They set challenges, narrate what is going on and praise children. Children continue trying and make excellent progress as they build on their skills and learning.