Whitchurch Preschool

What is it like to attend this early years setting?

Children have a magnificent time in this pre-school. They enter the building confidently, greet the staff and joyfully explore the easily accessible activities. Young children concentrate very well as they successfully thread blocks onto a string. They happily explain what they are doing and name the colours and shapes of the blocks, such as 'the red strawberry'. Managers and staff recognise the importance of fostering strong relationships to enable children to prosper. Children are very secure and content in their care. Managers have created an ambitious curriculum, which guides every child to make excellent progress in their learning and development. Children smile and laugh to themselves as they look at books in the library area. They deeply engage in their play and show high levels of focus.

Children promptly follow instructions. For example, when staff ring a bell, children calmly walk to the corner for a group moment. They know the routine of the day very well and what staff expect of them. Staff guide children to understand that their opinions matter. For example, at the end of each week, staff support children to decide democratically what toys and activities they would like to use the following week.

Staff carefully observe children's interests and spontaneously adapt activities to better support their learning. Children pretend that their toy is feeling unwell. Staff collect the toy first-aid kit and set up a hospital area, where children enjoy checking if their toy's heart is beating well. Young children have an excellent vocabulary and discuss the 'habitat' of animals and the equipment they are using, such as a 'stethoscope'.

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

• The manager has created an ambitious curriculum, which firmly recognises that every child is unique. They ensure that the curriculum is embedded securely across the pre-school. Staff have a shared and strong knowledge of the curriculum, and they successfully support children in building their knowledge and skills. Children's experience and knowledge build consistently over time, and they demonstrate excellent skills in what they know, can do and remember. Children, including those children from disadvantaged backgrounds, do well. Children with special educational needs and/or disabilities achieve the best possible outcomes.
• Children have consistently high levels of respect for others. In groups, they sit together calmly and are wonderful at sharing and taking turns. They wait patiently and listen to others as staff support the group in a discussion about the smells and textures of various leaves, such as thyme and mint. Outdoors, children are very kind and polite. They say 'excuse me' when they want to get past on their tricycle. They confidently find solutions to problems. For example, they work out how to make the toy ice creams stand up using little pots. Children consistently try harder when they find things difficult. For example, when younger children cannot find the correct space for a puzzle piece, staff swiftly and intelligently take effective action to support them to independently find the correct space. Children are highly motivated and enthusiastically join in activities. For example, they count together the total number of children present or play a balancing game that staff have created, developing their core strength and balance.
• The curriculum's focus on language and communication is exemplary. Staff interactions with children are of an excellent standard. Staff consistently introduce new vocabulary in clear and effective discussions, which strengthen children's language and communication. Children are excellent communicators and enjoy explaining what they know and can do. Staff guide children to explore a dinosaur jungle. They discuss with children how some dinosaurs fly and others swim. Staff ask open questions and give children time to think and respond, developing their critical thinking. Older children decide whether a toy dinosaur is a diplodocus or brachiosaurus, and discuss the differences between a carnivore and herbivore. Staff extend the activity by guiding children to make crayon rubbings of toy fossils and matching them to the toy dinosaurs. They discuss the different textures.
• Relationships between children, parents and staff are very positive. Parents confidently report that they are tremendously happy with the care that their children receive. They comment that children make excellent progress and they have strong relationships with the staff. Communication is highly effective. Parents know what their children do at the pre-school and why.
• Leadership is exceptional and staff report high levels of support. The manager ensures that staff receive focused and highly effective professional development. For example, before developing the well-utilised outdoor area even further, staff undertook a course on effective outdoor learning. Staff knowledge builds over time and improves the curriculum and children's progress. Team morale is very high and staff very much enjoy coming to work.