Wiggleton's Woodland Pre-School

What is it like to attend this early years setting?

Children in this setting are happy, active and confident learners. Staff have a key focus on outdoor learning. Children demonstrate awe and wonder at the endless possibilities of discovery in the woodland area. They flourish in their physical skills as they climb, crawl, balance and swing. Children spontaneously initiate imaginative play. They search for 'The Gruffalo' in the adjacent wood, using pretend binoculars. They make food for a family of dinosaurs living close by. Children use their hands and other tools provided to dig in the earth to make potions of soil, leaves and twigs. Children are confident risk takers. They show confidence and control as they navigate large obstacles and equipment. Staff support children to take appropriate risks and have a go at trying things for themselves. This boosts children's self-esteem and promotes their independence.

Relationships within the setting are extremely positive. Staff are kind, attentive and nurturing. They offer warm and reassuring cuddles when children are upset. As a result, children quickly settle and re-engage in learning. Children of all ages play well together, sharing their resources and taking turns. They learn the fundamentals of team work as they negotiate situations for themselves. For example, they quickly realise that it requires two children to move a tyre. Children respond well to gentle reminders from staff about the setting's rules. This helps create a safe learning environment.

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

• The setting has developed a broad, child-centred curriculum. It aims to support children to know who they are, and what they enjoy doing. Children are confident learners. They choose where they want to play and show high levels of engagement. Staff skilfully support children in their play. They introduce mathematical language and concepts as they compare the size and weight of pumpkins. Children practise a range of skills in a well-resourced learning environment.
• Support for communication and language is good. Staff enhance children's vocabulary by introducing them to new words, such as 'slimy' and 'gooey'. Children enjoy using their new words. For example, they run up and down shouting 'gooey, it's gooey'. Staff engage in children's play by listening, showing interest and asking open-ended questions. This encourages children's thinking and conversational skills.
• Staff know the children they care for well. They monitor children's development and plan a range of enjoyable and engaging activities to support and extend their learning. Staff are confident in planning for and reflecting on the learning outcomes for older children. However, staff do not fully consider how to adapt activities to maximise learning opportunities for younger children.
• Partnerships with parents are good. Staff regularly update parents about key moments of their child's day. Termly progress reports ensure that parents are kept informed of their child's progress, development and current targets. Parents are highly complimentary of the setting and the staff. They comment that staff provide impeccable care in a loving and safe environment. Parents of children with special educational needs and/or disabilities (SEND) comment on how staff have supported their children to make good progress and achieve their personal goals.
• Staff provide a routine for children throughout the day. Children know what happens before and after mealtimes and outdoor learning. They develop independence skills, such as putting on their own wellington boots and putting their coats away. However, periods of transition are not always well organised. Staff do not always plan how to effectively deploy themselves during some daily transitions. As a result, children become preoccupied and forget the task at hand and sometimes get over excited.
• Staff feel well supported and report high levels of well-being. Regular supervisions and debriefs allow a safe space for staff to hold professional discussions about their work. Staff are highly reflective of the setting. They talk passionately about future plans to enhance their provision to an even higher level. This helps to ensure good outcomes for all children.
• Children learn about the world around them. Trips to the local library, parks and supermarkets help them to understand the community that they live in. Children learn about other religions and cultures through videos, books and planned activities. This supports children to learn about the diverse world around them.

What the setting must and should do next

The provider should:

• strengthen staff's skills to recognise when and how to adapt planned activities to maximise learning opportunities for younger children
• review the organisation of transitions throughout the day to ensure that children receive consistent support and guidance to enable them to concentrate and follow instructions more precisely.