Westgate Pre-School

What is it like to attend this early years setting?

Children arrive at the setting happy and excitedly seek out their friends. Staff are friendly and greet children by saying 'good morning'. Children are settled and have lovely bonds with the staff. Before children start, they are offered settling-in sessions with parents in attendance to help ease the transition to nursery. Parents speak positively of these sessions and develop relationships with their child's key person.

Communication and language is supported extremely well. Staff have systems in place to support children to learn new words and understand their meaning. For example, children are asked to vote for the story they would like to hear. Staff ask children which story has 'many' votes and which has 'few'. This helps children to learn that 'more' and 'less' have various meanings. As a result, all children are making good progress in this area.

The environments both indoors and outdoors are arranged to encourage children to navigate around the setting. They confidently select resources and join activities. They have positive attitudes to learning and enjoy having a go. For example, children use scissors to practise snipping and cutting paper to create their own artwork. Furthermore, the most-able children take themselves to the toilet, and they wash their hands. Older children help younger children to find a tissue to wipe their nose. As a result, children are developing their independence.

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

• The passionate and experienced manager has a clear vision for the setting. She has implemented a curriculum to support children in all areas of development, with a particular focus on communication and language. The staff have a good understanding of the curriculum. As a result, children's individual needs are supported.
• Staff plan activities for children and enhance areas of provision to support children in their learning. Children enjoy playing in the den and pretend it is the cave from one of their favourite stories. Staff play group games with children, rolling the ball to each other to encourage them to take turns. However, sometimes, staff do not build on what children already know and can do. For example, older children easily complete number jigsaws up to ten and are ready to learn to count beyond this. Therefore, some children do not make the progress they are capable of.
• Parents speak highly of the setting. They say communication between the setting and home is good. They are kept up to date about their child's progress. Parents are aware of the policies and procedures in place at the setting. They feel confident in raising any issues should they arise. The manager invites parents to join the children and staff at events throughout the year. Therefore, children witness first hand the positive partnership between the setting and home.
• In the main, behaviour is managed effectively. Staff remind children to share, take turns and have kind hands. Staff approach unwanted behaviour consistently. For example, staff speak to children who are becoming frustrated before encouraging them to choose alternative activities. However, the lunchtime routine is not currently effective. Children shout across the room to staff and across the table to talk to each other. Children get up and walk around and although they are reminded to sit back down, they do not always follow these instructions. This means that children do not always know what is expected of them.
• The knowledgeable special educational needs coordinator works in partnership with agencies and the families of children who need additional support. She talks confidently about the progress they make and understands what they need to learn next. As a result, children's needs are being met.
• The manager understands the importance of developing the skills and knowledge of her staff team. They meet weekly to complete training and plan for the children. Staff report that they feel supported in their roles. The setting has a robust safer recruitment process. All new staff complete an induction, and relevant safety checks are carried out before they start their employment.

What the setting must and should do next

The provider should:

• review the organisation of the lunchtime routine and teach children what is expected of them
• support staff to focus more precisely on what children need to learn next, in order to help children make the progress they are capable of.