Weedon Bec Pre-School

What is it like to attend this early years setting?

Children show that they have strong bonds with the welcoming staff. Older children confidently talk to adults, and friends, about what they are doing. Younger children approach staff for cuddles and reassurance when needed. Staff are dedicated to providing effective settling-in processes that support all children to feel part of the pre-school 'family'. Children are curious and active learners who explore the wide range of fun activities on offer enthusiastically. They are delighted to discover the new experiences set up for them daily to motivate them to learn. For example, older children decide to make a fire engine from boxes. Staff provide plenty of resources for them to use to secure the boxes together and decorate them as they want. They value children's ideas and listen carefully to them.

Staff help children to gain skills to work together, ready for future learning. Children have many opportunities to practise sharing. For instance, staff encourage children to use timers to ensure they all have a turn on the sit-and-ride cars outdoors. They give explanations that children are able to understand, such as when they use stop and go signs at their pretend road crossing. Children learn about keeping themselves safe.

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

• All children make good progress, including those with special educational needs and/or disabilities. Staff observe their development carefully. They plan appropriate next steps to help children succeed, including those in receipt of additional funding. Staff work closely with other settings attended by children in their care and with other agencies to support those with additional needs. There are strong links with schools that children move on to.
• Partnership with parents is a priority for the staff. They gather detailed initial information from parents at the start about children's interests and needs and what they already know and can do. As a result, staff follow individual children's preferences and build on their knowledge and skills. Staff ensure that communication between parents and themselves is frequent and effective. Parents say that they feel totally involved in their child's learning and achievements and are able to continue these at home.
• Leaders reflect on the quality of all areas of the pre-school. They use observations of practice and supervision meetings to identify specific training needs. For example, leaders recognised the need to strengthen the use of mathematical language during children's play. They supported staff to weave numbers, shape and size throughout their activities. Staff work towards further qualifications to enhance their knowledge and skills.
• Staff focus strongly on the good development of children's communication and language skills. They give children sufficient time to think and answer questions.
• Staff build on children's vocabulary, such as by introducing and clearly repeating new words. Children delight in listening to favourite stories. They talk about their experiences at home in response to a book about a crocodile's teeth. For instance, they discuss with staff how many times they clean their teeth and why.
• Children enjoy group time overall when they enthusiastically sing songs linked to items chosen from the story chest. They show they remember the words and actions to familiar songs. However, on occasion, other group activities are less effectively organised and engaging. Some children lose interest and become distracted.
• Staff provide children with frequent opportunities to gain independence. One example is when older children 'travel' to another room to take part in activities designed to help prepare for the move to school. Children put on their coats, and collect their bags and water bottles. They show pride in registering at the new location by placing their photos on a chart. Younger children learn to wash their hands before eating and are supported with toilet training.
• Children learn about the community around them. For instance, staff take them on walks to the local bookshop to choose new books. Children visit nearby farms, shops and cafes. They attend special events at the adjoining school and the neighbourhood church. Visitors to the pre-school, such as police officers and dentists, tell children about their roles in helping people. This promotes children's understanding of the wider world and the similarities and differences between themselves and others.

What the setting must and should do next

The provider should:

• support staff to strengthen planning of group activities to help ensure all children are fully engaged and achieve the best outcomes.