Whittington Under Fives

What is it like to attend this early years setting?

As the children arrive, staff welcome them into the friendly and caring pre-school. The children show confidence as they leave their parents and carers at the front door. They quickly find their friends and play. The children move freely between the numerous activities on offer. For example, some children sit and look at the books and others mark make in the sand. Children happily invite staff into their play. Staff use their experience to extend the children's learning as they play. For example, some children in the role-play area choose to dress up as a 'unicorn'. They want to wear unicorn hats, which are not part of the outfits. Staff quickly incorporate children's ideas as they take them to the art table and support them to make the hats. The children develop their imagination as they cut and stick resources to make their unicorn hat. This extends the children's engagement in the activity and helps them to embed skills they already have and develop new ones.

The children behave well and show kindness to each other. For example, when children want to play with the same thing, they negotiate well with each other, explaining they would like a turn. The children then share and take turns. Staff support positive behaviour and praise children throughout the day. This raises children's self-esteem and supports their emotional development.

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

• Leaders and managers have a strong vision for the pre-school. They work together with the long-established team to discuss how to improve the provision and the outcomes for the children. Weekly meetings involve staff in the planning of activities and the enhancement of the curriculum. Staff feel they are well supported They liaise with managers to enhance their own professional development and gain access to training opportunities.
• The children have opportunity to play outdoors every day to enhance and develop their skills. For example, some children use chalks to mark make, and use their imagination drawing 'snails' and 'sharks' on the playground. Other children use a hockey stick and hit a ball to each other, developing their hand- to-eye coordination and social skills. Others run around excitedly with their friends, developing their large motor movements.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with parents and outside agencies to ensure they meet the children's needs. Managers use extra funding to provide targeted support for children, to ensure they make good progress.
• Staff provide children with a language-rich environment. Children enjoy conversations with staff and each other. Staff talk to the children about what they are doing. They help them to recall past events and ask questions to further children's understanding and learning. Staff use sign language to support non-verbal children. This enables children to hear a variety of communication and language.
• Staff plan activities based on children's next stages of learning. In the main, children engage, explore, and investigate activities. This is especially true when staff are present to support children's learning. For example, at the water tray the children excitedly pump the water and watch when staff explain how to make it cascade down the tray. They show intrigue as they turn taps on and off to start and stop the flow of the water. However, when left to play alone, not all activities capture the children's interest well enough to fully engage them in meaningful play.
• Children learn about their local community with trips to the shops, park and local theatre. They learn about different festivals, such as St David's Day and Holi. This gives children some understanding of different people and cultures. However, the curriculum is not broad enough to offer children a wide and varied insight into people outside their community. Therefore, children may not develop the skills for life in modern Britain.
• Parents are keen to tell the inspector how happy they are with the pre-school. They explain how they get daily communication from staff telling them what their child has been doing during the day. They receive emails and newsletters updating them on things in the nursery. Parents feel they are very well supported.

What the setting must and should do next

The provider should:

• develop activities further to inspire children's interest and curiosity, ensuring there is challenge and meaningful learning opportunities
• consider ways to incorporate culture and diversity into the curriculum to broaden children's understanding of people and communities in wider Britain.