Weaverthorpe Pre-School

What is it like to attend this early years setting?

Children arrive at this welcoming and safe setting happily, and they are warmly welcomed in by the staff. They have a positive attitude to their learning. Children are very familiar with what is expected of them. They quickly settle into the routines, such as washing their hands before they start to play, and eagerly join in with the 'busy feet welcome song'. Children giggle and laugh as they carry out the actions to the song. Once the song has finished, children listen carefully for their name and move quickly into their designated learning group.

Children have plenty of time and space to choose what they want to play with and where such as being inside or outside. Staff offer a wide range of toys, activities and resources that are attractively presented. This entices children to explore and have a go. Staff offer many experiences to increase children's knowledge and skills. They engage with children well overall. For example, children follow a picture recipe for making popcorn. Staff encourage children to think and work out what they need to use to stop the popcorn from popping out of the pan. Eventually, children smile and say, 'A lid.' Children initiate their own imaginative play. They make pretend chocolate cakes with mud, mixing the mud with spoons in the pots and pans. Children proudly share their finished cakes with adults, demonstrating a sense of achievement. Children play cooperatively with one another, behave well and enjoy the company of adults.

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

• There is a strong emphasis in the curriculum to help children to be independent and be ready for school. For example, staff plan activities such as a weekly visit to the local school hall. This is to help children become familiar with the school building. Children learn to take off and put back on their socks and shoes by themselves. Some older children confidently manage fastening buckles on their shoes. Younger children concentrate hard as they persevere with the task. Staff praise and encourage them as they keep trying. Children beam with delight at their accomplishments.
• Children's behaviour is very good. They play cooperatively together helping each other to build towers with bricks. Children also take turns using the rope ladder. They shout, 'Yeah,' and clap their hands when they have each climbed to the top and back down again. Staff set clear boundaries and expectations of children's behaviour very well. They offer children consistent and clear messages.
• Overall, children achieve well in their learning and development. However, some children who have already been identified as requiring extra help, are not always supported by staff to maintain and sustain their focus in their play. This means that they do not always make accelerated progress in their learning, as do their peers.
• Children demonstrate good language skills. They are articulate during conversations and confidently use language to communicate with their friends and adults. However, some staff, in their enthusiasm, answer the questions they have asked the children before giving children the time to think, come up with their own ideas and respond.
• Children are offered healthy snacks and know to use their water bottles to hydrate more during warm weather. Staff make sure parents are up to date with healthy food options for them to provide for their children's lunch. Children sit well at the table as they eat their food. This is a social occasion and children engage in conversations with one another and with staff.
• Partnership with parents and carers is positive. Parents and carers spoken to on the day of inspection provide positive comments about how well information is shared and exchanged between staff and themselves. Parents comment on how they value this approach. For example, they appreciate how staff provide experiences for their children, which they may not get at home, and acknowledge how this contributes to supporting their children's learning and development.
• Although the manager has not been in her role for long, she has a positive approach to wanting the best for the children at the setting. She works closely with the committee which offers support and encouragement. Together with the staff, she strives to provide positive learning experiences through a well-delivered curriculum, in a safe environment for children.

What the setting must and should do next

The provider should:

• improve staff's understanding of how to use their teaching skills further to help children who have been identified as requiring extra support engage more in their learning
• give children more time to respond to questions and think of ideas for themselves.