Willow Tree Preschool and Holiday Club

What is it like to attend this early years setting?

Children are warmly greeted by friendly staff and settle quickly into the pre-school routine. On arrival, they confidently find and place their name card to self-register. They separate from their parents with smiles and waves, demonstrating a strong sense of security. Children's communication and language is supported well. Staff read interactively, encouraging children to relate stories to their own experiences and introducing new vocabulary in context. For example, they talk about superheroes in the community such as 'Doctors' and the 'Police'. Children enjoy hands-on experiences to develop their curiosity about the natural world. For example, they collect herbs they have grown in the garden to add to the playdough they have made with staff. Children make good progress in their learning.

Children are supported to appreciate and respect each other's differences. Staff engage them in conversations about the celebrations they enjoy at home, including the foods they eat and the clothes they wear. Culturally relevant resources are thoughtfully included in the role-play home corner, ensuring that children feel represented and valued. This helps to create an inclusive and welcoming environment for all. Staff give clear messages about rules and the importance of taking turns, which helps children learn to cooperate with others. Children behave well and understand what is expected of them. As a result, they build strong friendships and play together calmly and respectfully.

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

• The provider evaluates the quality of provision and teaching effectively. When children's mathematical development was identified as an area for improvement, leaders implemented targeted actions that have had a positive impact on practice. Staff weave mathematical language seamlessly through activities. For example, when playing in the water, staff use the words 'large' and 'small' that children then remember and use in their own play.
• Staff provide children with many opportunities to explore and ignite their curiosity. For example, children demonstrate high levels of engagement and motivation as they engage in role play, happily making pretend pizzas and making a ramp for vehicles to roll down. However, at times, staff over direct activities and children's play instead of encouraging children to explore, solve problems and try their own ideas. This limits opportunities for children to develop their own ideas and enhance their thinking skills during play.
• Staff provide children with opportunities to climb and develop physical skills using equipment such as climbing frames, scooters and bikes. The curriculum for physical development is well sequenced as staff plan to move children from pushing along on scooters to using pedals to ride bikes. However, children wear wellies to enable outdoor play in all weathers, which restricts their movement and makes climbing and pedalling more difficult. As a result, children often give up quickly meaning they are not always challenged in their physical abilities to extend these skills further.
• Parents speak very highly of the pre-school and say their children are happy and enjoy attending. They particularly appreciate the caring staff. Parents comment on the good progress children make and feel fully involved in their early education. Staff give them regular feedback about children's achievements and provide useful activities to extend children's learning at home.
• The provision to support children with special educational needs and/or disabilities (SEND) is strong. Leaders and staff have a clear understanding of each child's individual needs and work closely with parents and other professionals to secure any additional support required. Staff swiftly identify when children need further help and implement effective strategies, such as using signing and picture lanyards to help support communication. Additional funding is used effectively to provide targeted interventions and sensory equipment, ensuring that children with SEND have the tools and experiences they need to achieve well.
• Mealtimes are used effectively to promote children's independence and understanding of healthy lifestyles. Children confidently manage their packed lunches with minimal support. Staff engage children in conversations about food choices and encourage even the youngest children to do things for themselves. This helps to build self-care skills and prepare them well for future learning.
• Staff create a safe and secure environment in which children can play and learn confidently. They carry out regular risk assessments and daily checks of the pre-school to ensure all areas remain safe and well maintained. Children are taught how to use equipment safely and with care. For example, they competently use scissors in the craft area and follow staff's clear guidance when shown how to operate tools such as the tape dispenser.

What the setting must and should do next

The provider should:

• maximise opportunities for children to develop their own ideas and thinking skills and solve problems during play
• strengthen the implementation of the physical development curriculum to enable children to persist with physical challenges and build confidence and skills effectively.