West Row Pre-School

What is it like to attend this early years setting?

Children are confident and secure in the setting. Staff support children's settling-in processes effectively and form secure bonds with them. Children are very motivated to learn and persist with activities they enjoy. They practise their literacy skills as they find a card with their name written on so that they can self-register. Children show high levels of concentration as they work together to build car ramps. They cooperate with each other to problem-solve when the ramp collapses so that they can rebuild it. Children demonstrate strong communication skills as they use the breadth of their vocabulary to talk to each other and share ideas. For example, they decide that the course is too flat, and together they add chairs for tunnels and bridges, and test their inventions. Staff have high expectations for all children.

Children keep on trying during activities. They are proud of their achievements and celebrate them as a group during circle time. Children respect each other and the staff by listening to them. Children understand the pre-school rules and follow them extremely well. For instance, they quietly stand still and listen to the staff when they shake a rainmaker to explain what is happening next. As a result, children understand transitions in the routine of the pre-school's day.

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

• The manager is extremely passionate and committed to providing children with a top-quality provision. She has very good knowledge and an understanding of what the setting wants the children to learn and achieve. The setting's curriculum is well sequenced and focuses on all areas of development. Staff observe children and use assessments to monitor their development.
• Staff support and facilitate children's independence extremely well. For example, snack time is solely organised by the children. Children competently pour their own milk and carry their bowls over to the snack table. They choose their fruit and/or cereal from the healthy options provided and serve and tidy up after themselves.
• Children thoroughly enjoy playing in the outdoor area. They practise their physical skills as they learn to use a climbing frame. Children show perseverance as they develop their coordination and balance skills, and take appropriate risks. For example, they walk up the ladder and cross the monkey bars to the other side. Staff are at hand to support their endeavours with encouragement and motivation. They praise the children as they go along.
• Staff provide children with enjoyable experiences which help them to make good progress. Staff are positive role models for children. They show interest in what the children want to do, respond to their emotional needs, and get immersed in their play. For example, when the children want to make a den, staff ask them how they want to do it and offer an appropriate level of support when it is needed.
• Children show an excellent interest in books, and listen to stories attentively. Staff use questions to help make the stories interactive. Children confidently respond and answer questions about what they can see on the page. Staff support children's literacy skills well.
• Overall, staff support children's communication and language well. Staff listen to children and ask open-ended questions to engage them in conversations. They introduce new words to extend children's vocabulary. However, on occasions, staff will ask children questions but do not provide them with enough time to think and respond with their own thoughts and ideas.
• Children behave well and staff act as positive role models. Children understand the rules of the setting. On occasion, however, staff's approach to the management of behaviour is not consistent.
• Parents talk very highly of the pre-school. For example, parents feel that staff are friendly and easy to approach. They feel that their children are making good progress. Parents report that communication is clear, and they feel well informed. Staff speak to the parents daily and use online systems to communicate children's achievements and share information.

What the setting must and should do next

The provider should:

• strengthen the use of effective questioning skills to ensure all staff give children more time to think and to respond to questions that have been asked, to enable them to share their thoughts and ideas during activities
• support staff to use a consistent and positive approach to behaviour management.