Westfield Preschool

What is it like to attend this early years setting?

Children arrive happily at the setting to be greeted by caring staff. Older children take part in self-registration and are keen to have a go at writing their names on whiteboards. All children very quickly settle into the stimulating environment that staff create. Children behave well and develop positive attitudes. They share, take turns, listen and follow instruction. Staff are good role models.

Children embrace the opportunities for learning that staff provide, indoors and outdoors. They are keen to explore the pre-school garden, enjoying fresh air and physical activity as they do so. Children spend long periods of time searching for bugs, safely navigating their way around the garden. They show kindness towards each other as they invite their friends to help look. Staff remind children they have found insects under logs before and encourage them to lift the log. Children predict a worm might be under the log. They are pleased to find some ants. Staff support children to compare the sizes of the insects. Children are caring as they gently try to catch some ants in the bug home. They talk to each other about what they think ants would like in their home. These acts of consideration and thoughtfulness help to create a friendly and positive feeling atmosphere.

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

• Children behave well and they are continuously engaged in interesting experiences. Children show they understand most rules and boundaries. For example, they wait their turn to go into the sandpit if there are already four children playing in that area. All children eagerly help to tidy away as the tidy-up song is playing. When needed, staff take time to explain to children why the rules are in place. For example, as children excitedly run to their next activity, staff get down to children's level and talk through why it is important to walk inside to keep ourselves safe.
• The manager has worked with the staff team to create a curriculum through which children learn about the world around them and develop life skills for their future education and beyond. For example, staff take children on outings to the local shop, where they learn how to use money to pay for their shopping.
• Staff know the children well and are clear what they want them to learn next. Staff join in children's play with enthusiasm to support their development further. For example, staff ask questions to encourage children to listen and think. They introduce new words to build children's vocabulary and help older children to learn the initial letter sounds of their names. However, at times, staff do not allow children time to finish off their activity. For example, by following the daily routine, such as tidy-up time and when it is time to come back inside, children were interrupted while building a house with bricks. They had made the model up to the roof and were thinking about how to make a gate when they were asked to take their model apart and put it away in the box.
• To support children's emotional development, staff help them to understand their feelings. Staff read books to children about emotions so that children can identify different emotions. Children recognise at the end of the story the character feels happy.
• Partnerships with parents are strong and well established. Information about children's activities is shared with parents using online platforms. Parents are invited into the setting regularly to meet with their child's key person to discuss their ongoing development. This helps parents to be fully informed about their child's next steps and progress. Parents' feedback is positive. They speak highly of all the staff and particularly appreciate the supportive approach to toilet training.
• Staff provide many opportunities for children to become independent learners. For example, children put on their own apron for a painting activity. Staff have adapted the paint bottles, so that children can confidently tip the paint bottles upside down and squeeze paint into a pot. Children experiment and mix colours, taking pride in their achievements. Also, during snack time, staff set up the snack, so children have a choice. Children wash their own hands and confidently serve themselves snack. Staff have set out various tools to use, for example children learn how to use tweezers and spoons independently.
• Staff have access to a range of training courses that supports their professional development. Recent training has been closely matched to the needs of the children who attend the nursery. This supports staff to continually build on their strong teaching skills and promote the development for individual children's needs. For example, staff recently attended training on how to help new children transition into their setting and identify ways to meet their needs.

What the setting must and should do next

The provider should:

• improve staff's understanding of how routines can be used effectively to avoid interrupting activities children are interested in to further enhance children's children play and learning.