West End Pre-School

What is it like to attend this early years setting?

Children thrive at this very friendly and inclusive pre-school. They grow rapidly in confidence and independence. Children learn how to clean their teeth, for example. They zip up their coats, wash their hands and spread butter on their crumpets at snack time. Children are settled, happy and secure. They form close bonds with staff, who are caring, conscientious and kind. Staff plan strong support for new children. They provide individual baskets of favourite toys to help them settle quickly.

Children are curious and eager to learn. They play well together as they mix oats using different-sized spoons and bowls. Children practise cutting with scissors and mix different colours of paint. They take turns as they play dominoes and matching games. Staff provide good support for children to help them manage their feelings and emotions. They use 'happy' and 'sad' signs, to help children recognise positive and unwanted behaviour. Staff gently remind children to use 'kind hands' and treat their friends with respect. They share the story of 'Goldilocks and the Three Bears' and discuss how the bears might feel. Staff praise children and tell them specifically what they have done well. This helps raise their confidence and self-esteem.

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

• The experienced and well-qualified staff team think deeply about how spaces and resources children use impact on their learning. They thoughtfully plan a wide range of exciting and challenging activities they know will interest children and address any gaps in their learning.
• The manager and staff provide very good support for children with special educational needs and/or disabilities. They work closely in partnership with other professionals and parents to try and ensure all children are included and that their needs are met.
• Staff have built a very strong relationship with the local school. Staff from both settings work well together to make the move for children from pre-school to school as smooth as possible. For example, children benefit from opportunities daily to share sand and water play, and mealtimes together.
• Children enjoy activities based on favourite books, such as 'Goldilocks and The Three Bears' and 'The Very Hungry Caterpillar'. They enjoy singing and listening to stories and rhymes. Overall, staff support children's developing communication and language skills very well. However, they do not always structure group times to best support children's listening and attention skills.
• Staff plan strong support for children's physical development. Children benefit from daily exercise and fresh air. They balance and climb on steps and slides, and beams and tyres. Children play with bikes, trikes, scooters and see-saws in the enclosed garden. This helps to develop their core strength and build their muscles.
• Children develop coordination as they explore with paint, dough, water and sand. They use craft tools and take part in sticking and cutting. Children use their hands in different ways as they explore a variety of door knockers, locks and bells.
• Children learn about the wider world by sharing photos and stories about their families and life outside the setting. They mark special events, such as Chinese New Year. Children learn about nature through woodland walks. They plant wildflowers and help to care for caterpillars as they turn into butterflies.
• Staff use a bell to let children know it is time to move on to another activity. However, they do not always recognise that children learn in different ways and require a wider range of cues to support their understanding of routines.
• Parents speak very highly of the manager and staff team. They praise how confident their children have become and how well staff support them to move on to school or the next stage in their learning.
• The hard-working manager supports her staff team well. They meet regularly to reflect and evaluate experiences for children. The manager gathers views from parents and acts on suggestions made.
• The manager and staff are dedicated to their work. They keep themselves up to date through regular training. The manager and staff are passionate about outcomes for the children they care for and the quality of service they provide.

What the setting must and should do next

The provider should:

• review the structure of group times to better support children's learning and focus
• use a wider range of prompts and cues to help and support children to understand daily routines.