Wellhouse Pre-School

What is it like to attend this early years setting?

Children arrive at this pre-school and receive a warm welcome from staff. Children separate from their parents with ease and enter confidently. Staff design an environment and plan activities that build on what children already know and can do. For example, they have created a sensory area to support younger children to settle into the pre-school. Two- and three-year-old children are excited to play in this area. They successfully share their toys and happily enjoy each other's company.

Managers value the key-person system. This helps children to feel safe and secure at the pre-school. Children establish nurturing relationships with their key person during the settling-in period. Throughout the day, children regularly check in with their key person, and they enjoy warm interactions and conversations with them. Staff have high expectations of children. Children behave well and show kindness to their friends. Staff celebrate these achievements.

Managers made changes to pre-school routines during the COVID-19 pandemic. These adaptations kept children safe and limited cross-infection. The majority of these changes have now been reversed. Parents speak highly of the pre-school. They feel supported by staff and report that they are kept informed about what their children are learning via an online app.

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

• Leadership and management of the pre-school are good. Staff receive adequate supervision, and managers regularly monitor staff's health and well-being. However, staff's professional development is not sharply focused. Staff have had limited access to training to extend their practice and build on their existing knowledge of child development following the COVID-19 pandemic.
• Children with special educational needs and/or disabilities are supported well. The special educational needs coordinator works closely with the local school and other professionals. She knows how to make timely referrals to outside agencies to ensure that children receive the right support at the right time. All children are well supported when they move on to school or their next setting.
• Children enjoy singing together at group time. They sing the 'shake shake' song enthusiastically and try hard to join in with the actions. Staff support children by singing the words very clearly and by role modelling the actions.
• Staff create an environment that supports children's language development. They ask children questions that encourage them to think and plan. For example, children build a wall in the garden. Children are encouraged to experiment with different-sized bricks to create their desired effect. Staff introduce new vocabulary at appropriate times and repeat these new words back to children.
• Children who are able, and ready, to manage tasks on their own are not consistently supported to do so. For example, at snack time, children are served fresh fruit prepared by staff. Children are not encouraged to pick up their own name card or place their fruit on their plate.
• Children enjoy learning about what makes them unique. For example, children think about who lives with them in their home. They enjoy discussions about their families as they create pictures of their homes and family members. Staff celebrate children's diversity.
• Staff encourage children to be resilient learners. For example, two-year-old children are supported to cut paper with scissors. Children demonstrate resilience when things do not work at first and demonstrate motivation to keep on trying. Children are proud of their achievements and receive lots of praise for trying hard.
• Staff promote children's physical health. Children enjoy playing outside in the fresh air. They have access to a range of equipment and activities that help them to build their muscles and move their bodies. For example, children skilfully move across a balance beam using their arms and feet to keep their balance.
• Parents are very happy with the pre-school. They praise staff for their support and kindness. Parents report that children settle into the pre-school very quickly, learn lots of new words and develop a close relationship with key staff.

What the setting must and should do next

The provider should:

• extend staff's professional development and training opportunities to enhance their practice and knowledge and understanding of child development
• give children consistent opportunities to develop their independence during the routines of the day.