Whitehouse Playgroup Preschool

What is it like to attend this early years setting?

Children flourish at this warm and inviting pre-school. Clear routines support smooth transitions and emotional security. Staff use a range of songs, rhymes and timers to signal changes, such as tidy up or handwashing time. This helps children understand what to expect and feel safe and confident in their daily routines. Staff nurture emotional well-being through positive relationships and gentle guidance. For example, feelings are explored in stories, and staff help children identify emotions, such as sad or happy. Babies are supported through calm, caring and responsive interactions. This supports children to learn about empathy, kindness and emotional regulation.

The curriculum is implemented through rich, hands-on experiences that promote curiosity, independence and a love of learning. Staff skilfully use everyday play and outdoor learning to develop children's skills. For example, children enjoy activities such as ball and conker rolling, potion making and leaf printing. This helps them explore colours, textures and natural changes through the seasons. Staff narrate play, use descriptive language and ask open questions to extend thinking. As a result, children become confident explorers, who think critically. They use rich language and show persistence and pride in their learning. Children make good progress from their starting points and show deep curiosity about the world around them.

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

• The curriculum is well thought out and designed to give children the skills, knowledge and confidence they need for future learning. Staff have a clear understanding of what children should learn and plan experiences that build on what they already know and can do. For example, forest school sessions encourage resilience, problem-solving and a love of the outdoors. Children develop confidence and curiosity through real-life, hands-on learning. They become active learners who can manage risks, and show care for their environment.
• Communication is consistently prioritised through meaningful interactions, songs and stories. Babies hear rich language through play with dolls and sensory materials. Older children engage in discussions and storytelling that build vocabulary and comprehension. Children of all ages become confident communicators, who can express themselves clearly, listen attentively and enjoy sharing ideas.
• Staff plan frequent opportunities for movement, coordination and independence across the day. Outdoor play includes balancing, climbing and using wheeled toys. Children show their developing fine motor skills as they use a range of tools and equipment. Snack times encourage children to take responsibility. They clean the tables and sweep the floor. Children gain confidence in their physical abilities, understand risk safely and develop self-care skills that prepare them for school and daily life.
• Staff provide wide-ranging opportunities for children to connect with nature and understand growth and decay. For example, children observe pumpkins decompose and regrow, explore bug habitats and use natural materials for art and exploration. This helps children develop curiosity, respect for living things and a deeper understanding of the natural world.
• Staff weave early mathematics and critical thinking into play. Children count animals in the sand tray and compare sizes. During 'potion play', children explore cause and effect as they mix ingredients and notice changes. This helps children begin to compare and predict, supporting developing early numeracy and problem-solving skills.
• Strong partnerships with parents are at the heart of the pre-school's approach. Staff build positive and trusting relationships that support each child's learning and well-being, both in the pre-school and at home.Staff maintain excellent communication through regular updates, sharing progress and offering ideas for home learning. The close partnership between staff and parents creates a nurturing environment, where children thrive socially, emotionally and academically.
• Children with special educational needs and/or disabilities (SEND) are supported to make the progress they are capable of. Leaders and staff work with parents and professionals to create individual support plans with clear learning targets for children. However, some opportunities do not enable children with SEND to fully participate in larger group activities because their personal learning styles have not been planned for. This means that some children are not fully supported to remain actively engaged in their learning.

What the setting must and should do next

The provider should:

• enhance the already good support for children with SEND by extending the use of individualised strategies and tools to ensure all children can fully participate and remain engaged in learning.