Weddington Pre-School Ltd

What is it like to attend this early years setting?

Children flourish in this inspiring and inclusive pre-school. Leaders are passionate about providing the very best experiences for children. Children arrive eager and excited to learn and explore their surroundings. Staff encourage them to think critically and test out their ideas. For example, children experiment using large weighing scales. They fill and empty large buckets of pebbles and stones. Staff prompt children to share their ideas about what they might try next. For instance, it may be necessary to add or remove pebbles to balance the scales. Staff skilfully extend children's mathematical knowledge further. Children learn about weight and the concepts of heavier and lighter through trial and error. They enthusiastically express their joy, commenting, 'They are equal now.'

Staff plan a highly ambitious curriculum centred around the children. There is a strong emphasis on supporting children's emotional development. Leaders foster a calm environment, and children display excellent behaviour. Those who struggle to regulate their emotions are incredibly well supported. They engage in activities such as yoga and receive support from their key person. For example, children can spend time in the 'emotional tent'. Staff consistently look to encourage children's independence. Upon arrival, even the youngest children demonstrate confidence as they put their book bags and sun hats in their individual drawers. Children learn to recognise their name when they self-register. Older children have responsibilities such as being the snack monitor. Children take turns washing and preparing the fruit for their friends. They show an excellent understanding of hygiene and safety. Children know they need to rinse blueberries in clean water before they eat them. They comment, 'We need to get the bits off first.' Staff praise children's perseverance as they practise slicing their fruit and using a knife safely. Children are incredibly well-prepared for their next stage of learning.

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

• Leaders have a clear vision for the pre-school. Staff work extremely well together, and leaders place a strong focus on their well-being. A robust professional development process enables staff to access regular training, such as that provided by the local authority. Staff complete any necessary specialist training to support children, including those with medical conditions. Leaders use additional funding exceptionally well to enhance the quality of children's experiences, for example through the provision of one-to-one teaching, as required.
• Support for children with special educational needs and/or disabilities and those with medical conditions is outstanding. Staff work closely with parents and external agencies to ensure the best outcomes for all children. They are highly effective at using a range of strategies to support children with additional needs.
• This support includes visual prompts, such as choosing boards at snack time, as well as Makaton signing and visual timetables. Staff also use timers to prepare children for routine transitions and tidying-up times.
• Partnership with parents is exceptional. Leaders and staff form strong bonds with the families and truly value their role in children's learning. Regular meetings provide parents with an opportunity to observe the learning environment, discuss their child's progress and understand how they can support their child at home. Leaders inform parents about various topics, for instance healthy lunch boxes, the curriculum and online safety. Family fun days play a significant role in fostering a strong sense of community between families and the staff team. Parents speak highly of the 'incredible' communication channels, as well as the 'exceptional' staff team.
• Staff consistently engage in high-quality conversations with children, extending their thinking and introducing new vocabulary throughout the day. For example, they understand that the dough is 'crumbly' because it has dried out, and they may need to add water. Staff teach children new words when they explore the texture of lavender and rosemary during sensory play, such as 'spiky' and 'smooth'. They encourage children to squeeze and rub the herbs between their fingers and then smell their hands to explore the scent.
• Leaders and staff are passionate about their outdoor learning for children and plan stimulating activities. Children thoroughly enjoy exploring the natural world. They excitedly talk about the vegetables they are growing, such as cucumbers, runner beans and tomatoes. Children measure their growth from seeds or small plants and learn how to care for them. They enthusiastically recall looking after butterflies and remember they were once 'caterpillars'.
• Physical development is incredibly well supported. Children enjoy yoga and rugby tots, which helps with their strength and coordination. There are plenty of activities that help improve children's hand-eye coordination and small-muscle development. These include using hand shovels to help scoop soil and pour it into containers in the mud kitchen. Older children take great pride in using pencils to write some of the letters in their names and cut herbs with scissors.
• Superb partnerships with the host school mean that children are extremely well prepared for the next stage in their learning. Staff have developed close working partnerships with regular meetings. They discuss how they can best support children's transition to school. For instance, they discuss children's routines and individual needs. Leaders also share behavioural expectations, which help in maintaining children's continuity of care.