Wendron Pre School

What is it like to attend this early years setting?

Children thrive in this warm and caring pre-school. Children feel safe to explore and ask for help when needed. They know that the adults care for and value them. All children make good progress, including those with special educational needs and/or disabilities (SEND). This is because there is a well-sequenced and carefully planned curriculum. Knowledgeable staff offer activities that engage and interest children. For example, a group of pre-school children play 'cafes' in the role play area. They share stories about trips to the beach as they serve pretend drinks and meals. Other children explore mark making in coloured rice. They create 'waves' and shapes using brushes and their fingers. Some attempt letters in their names. Adults encourage children to keep focused and offer praise as children have a go. Children become confident because they know what they can do as adults praise their achievements.

Children behave well and are very engaged in their learning. They excitedly join in all activities, including movement and dance sessions. They happily follow instructions, laughing as they move. Children respect the adults and their environment. They follow the routine gladly, excited for the next part of the day.

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

• All children, including those with SEND, develop very good language skills. Adults skilfully model language. They repeat words and phrases children use, extending these into sentences as children play. Adults use open-ended questions to encourage children to recall what they know and think for themselves. Children learn rhymes and songs to develop an awareness of rhythm. Adults read stories in an interesting way to help children enjoy books.
• Children enjoy exploring nature and the local environment. They find bugs and grow vegetables and herbs. Children taste the herbs, talking about the flavour. They offer these herbs to the bugs they find as food. Children enjoy watching the trees in their garden change through the seasons and notice the weather each day. They share their knowledge during registration time. Children learn about people who help us, such as the police and dentists, through visits from these professions to the setting. However, staff miss opportunities for children to learn about the world, other countries and people who live there.
• Children develop a deep understanding of numbers. They count confidently beyond five and sequence numbers accurately. Adults use every opportunity within the routine to develop these skills. Children count the number of boys and girls and find correct numbers of shells to match numbers in buckets. Children talk about shapes as they explore construction and look at puzzles. However, some activities do not always provide enough problem-solving or critical thinking opportunities for the most able children to extend and challenge their learning.
• Adults really support children to understand why healthy lifestyles are important. They promote children's understanding of looking after their teeth. They offer healthy snacks and drinks and talk to children about why they are essential for their health. Children develop an awareness of their body strength through climbing and negotiating space outside. They pull stretchy fabric away from each other using their core muscles and then release the fabric. They bend and stretch and are encouraged to think about how their bodies feel.
• Adults have very effective partnerships with children's parents. They share each child's progress and next steps through termly summary reports and verbally at hand-over time. Parents of children with SEND meet regularly with the highly trained special educational needs coordinator (SENCo) to discuss strategies to ensure their children make really good progress. The pre-school children regularly attend activities at the neighbouring primary school, so when they move on to school they are very familiar with the school and staff.
• The manager is very reflective and constantly strives to improve the pre-school environment and the outcomes for all children. She mentors the team really well and ensures that everyone feels valued and supported. The manager identifies areas for training and encourages adults to attend courses to continuously improve their practice and children's achievements.

What the setting must and should do next

The provider should:

• develop children's understanding of different countries and ways of life to support their knowledge and understanding of the world even further
• offer more opportunities for children, particularly the most able children, to problem-solve and think critically.