White Rock Pre-school

What is it like to attend this early years setting?

Children are incredibly happy in the setting. They separate easily from carers and settle quickly. Children eagerly join in activities, for example early morning movement activities and story times. They participate enthusiastically in small groups, where they learn to work with others and develop different skills, for example language skills by singing different action songs and early scientific knowledge as they explore floating and sinking.

Dedicated staff create a calm, purposeful and dynamic learning environment in which children thrive. Staff plan a broad and rich curriculum that enables children to follow their interests and develop their knowledge and skills. For example, children explore forces with cars, tubes and ramps. They use large tyres and chairs to create vehicles and tell their own stories, developing their imaginative skills. Children are highly motivated and have an extremely positive attitude to their learning. They are completely absorbed in what they are doing. For example, young children play with the doll's house, telling their own stories, and build elaborate models with connecting bricks. Staff encourage children to problem-solve, persisting at tasks even when they find them difficult. For example, when children struggle to attach wings to their model aeroplanes, staff encourage them to explore different ways to join the materials. Children demonstrate self-confidence. They show immense pride in their achievements, rushing to show staff the things they have made.

Staff create warm, responsive relationships with all children and interact with them with sensitivity. The strong key-worker system enables staff to provide individualised education for every child. Parents are delighted with the support that they and their children receive.

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

• Managers plan an ambitious curriculum that meets the needs of all learners. This builds on what children know and can do and is carefully sequenced to support children's continuous progress. It enables children to revisit prior learning and develop their knowledge and skills over time. Staff have a deep understanding of child development and know the children extremely well. They expertly adapt the curriculum to meet the needs of each child.
• The curriculum provides children with a rich and diverse range of learning experiences based on themes. For example, children enjoy a visit from a paramedic and explore how to use a stethoscope and how to apply bandages. Children learn about plant growth through a community gardening project. Staff present learning to children in an authentic and meaningful way, and children are highly engaged.
• Staff expertly support children in their play. They skilfully use their knowledge of children to support learning. For example, through a play dough activity, staff support some children to develop fine motor skills and others to count consistently. While outside rolling tyres, staff work with children to create a number line, and together they measure how far the tyres roll. High-quality teaching enables children to progress rapidly.
• Staff support children's language development across the curriculum. They introduce new vocabulary and frequently extend children's sentences in play and while reading stories, for example introducing the term 'space buggy' during a construction activity. Staff have included a wealth of material in the environment to support language and early literacy skills. Children have a wide vocabulary and are confident communicators.
• Staff expertly teach children to understand their emotions and those of others. They frequently name children's emotions and consistently help children to resolve conflicts by understanding the impact their behaviour has on others. This helps children to be respectful of and have empathy for others.
• Staff skilfully teach children number concepts in play and through planned activities. Young children count, consistently developing these skills through songs and in play. Older children measure accurately, using rulers and identifying numbers beyond 10. Children have an exceptional understanding of number.
• Staff ensure they have the same ambitions for all children. They have comprehensive systems to identify children who have specific learning needs. They implement highly effective strategies and work collaboratively and proactively with parents and outside agencies to ensure that all children make the best possible progress.
• Transitions are exceptionally well managed. When children start pre-school, staff and families establish positive relationships very quickly. Staff prepare children for school extremely well. They take into account the emotional and learning needs of each child. Children demonstrate security and high levels of well-being.
• Leaders are committed to the continuous improvement of practice at the pre-school. They provide excellent mentorship and opportunities for staff to attend training that is targeted to the needs of children. The staff team works collaboratively to implement new strategies and approaches. This has had a positive impact on children's language development, imaginative play and social skills.