Welton Preschool

What is it like to attend this early years setting?

Staff plan an ambitious curriculum. They place a focus on encouraging children to become independent and confident communicators who are ready for school or the next steps in their learning. For example, staff take children to school every day to eat nutritious meals provided by the school's catering team. Children attend a stay- and-play session in school every week to get them ready for the school environment. Children thrive in this bright and well-organised setting. They build positive relationships with staff, who are calm and nurturing. Staff have high expectations for children's progress and work tirelessly to meet their individual needs. The key-person system is embedded well. This helps staff to get to know children well and support them to understand their emotions.

Staff support children to lead healthy lifestyles. They encourage children to keep hydrated throughout the day. Staff involve children in growing fruit and vegetables in the setting's vegetable patch and discuss healthy eating. Children enjoy lots of opportunities to balance on low-level equipment and regularly access the large outdoor environment. Older children show extreme pride as they show their very good pencil control and cutting skills. These opportunities support children's overall physical development and core strength. Children behave well and show a positive attitude to their learning. For example, they work together to bring water in buckets to make marks and to wash their cars and wheeled toys. Children access musical instruments and create shows for staff to watch. Children confidently sing an array of familiar rhymes and songs. This helps to support their confidence and social skills.

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

• Overall, the curriculum is well planned and builds on what children already know and can do. Staff communicate positively and play alongside children to support them in their self-chosen play. This helps to motivate children in their learning. For example, children learn to develop their pencil control using boards and pens. However, during some larger group activities, some children struggle to engage in their learning as they are distracted by the noise levels or the size of the group.
• Staff support children's communication and language skills well. Staff read stories to children in an exciting manner. They introduce children to new vocabulary, such as 'cocoon'. Children excitedly recall their recent experience of releasing their butterflies and of their families coming to join in with the release celebrations. Staff speak clearly, model good language and use appropriate questions to extend children's learning even further. Consequently, children develop good early communication and language skills.
• Staff provide children with ample opportunities to help them to develop their independence well. Children confidently wash their hands and learn to manage their clothing. Children find their names and pictures as part of the self-registration process. Children confidently count the number of children at circle time and discuss the days of the week and the months of the year. Staff encourage children to practise these skills to help children to be ready for the next stage in their learning.
• Children behave well. For example, they know they must stop and listen when they hear staff ring a bell. Staff remind children of the rules when they forget, such as to use 'walking feet' indoors. This helps children to know what is expected of them.
• Leaders recognise the importance of effective supervision sessions and continuous professional development. Staff report feeling valued and part of a supportive team. Leaders and staff work closely with other agencies and welcome support and advice from the local authority. They evaluate their provision regularly and keep up to date with any changes they need to be aware of.
• Staff take children out into the local community. For example, they visit the local library and local shops. Children enjoy trips to the local duck pond and feed the ducks. Staff use these visits to support children to understand the community around them.
• Staff explore different festivals, cultures and beliefs with children. They celebrate a 'culture day', where parents are invited in to celebrate their cultural backgrounds. This helps children and their families to feel valued and respected.
• Partnerships with parents and carers are highly effective. The two-way flow of information between home and the setting is strengthened using an online app, as well as daily feedback from the staff. Parents speak highly of the setting. They comment on the thorough settling-in processes and the regular support and communication they receive. This helps to meet the needs of children and their families.

What the setting must and should do next

The provider should:

• adapt the organisation of larger group activities so that all children remain engaged in their learning.