Wigmore Church and Community Under Fives Pre School

What is it like to attend this early years setting?

Children arrive at the setting eager and ready to learn. All children, including those who are new, settle quickly into the pre-school routine. Children go straight into the garden area, exploring and finding out what is available for them today. Children explore the 'challenge bikes', working together to move around the garden. Staff encourage children to develop teamwork skills and explain how it can be easier when they all work together.

Children show they feel safe and secure in the pre-school as they confidently make independent choices about their learning. Activities are planned to include children's interests and they concentrate for long periods of time. For example, at the activity tray, children investigate different ways to move the cornflour to uncover the transport pictures below. Children work hard, using trial and error methods to find different ways.

Children's independence is well supported by all staff. For example, children know to wash their hands before selecting and eating their snack. They choose and pour their own drinks and sit down at the table. Mealtimes are sociable times, and staff talk to children about what they are eating. Staff support children to listen to their friends and develop the art of conversation, waiting patiently for their turn to share their thoughts.

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

• The manager and staff are clear about what they would like the children to learn at the pre-school. They gain good information from parents about children's starting points and create activities to build on these skills. Staff know the children well. They use their skills and knowledge to extend children's learning throughout the pre-school day. However, on occasions, staff do not consistently support and encourage the quieter children, to ensure they are fully engaged during activities.
• Learning and development for children with special educational needs and/or disabilities(SEND) is a strength of the pre-school. The staff team work closely with parents and professionals to ensure that all children's individual needs are fully met. Staff create accurate targets, providing the right level of challenge for children. The special educational needs coordinator(SENCo) shares strategies with parents that they can implement at home. This ensures consistency of expectations for children.
• Children have positive relationships with all staff and particularly their key person. Staff are positive role models and children are aware of the expectations for their behaviour in pre-school. Children are kind to each other. They enjoy playing together, seeking each other out and sharing toys. This has a positive impact on the pre-school environment.
• Staff support children to build good levels of language development. They encourage children to look at them as they speak to them, checking that children understand what has been asked of them. Picture cards are available at each activity, helping staff to communicate with all children. Children confidently talk to their friends, sharing their thoughts and ideas during activities.
• Staff promote children's love of books. Children enjoy borrowing books from the pre-school lending library to share at home with their families. When they return them, staff talk to children about the books. They use the pictures to support children to retell the stories.
• Partnerships with parents are strong. Parents speak positively about the pre-school and the, 'approachable staff team'. They praise the time staff take to get to know each child individually. Staff share observations and assessments with parents regularly and provide ideas for parents to support their children at home. This ensures parents are fully included in their children's learning.
• The managers and staff team are passionate about their roles. They talk of their love for their jobs and supporting children to make the best positive progress they can. The team reflect regularly together. They make adaptations to the setting and environment, taking all ideas on board. Staff have access to regular training opportunities. At staff meetings they cascade information to the whole team and put in place new ideas.

What the setting must and should do next

The provider should:

• support staff to encourage all children to participate in activities, especially the quieter children who may be more reluctant to engage.