Winterslow Pre-School

What is it like to attend this early years setting?

Children flourish as they eagerly demonstrate what they learn, applying this through their play. For example, children wear toy glasses and add different-coloured lenses. They share their knowledge with others to help them mix primary colours together to make other colours. Staff consistently notice children's learning and build on what they know and can do. During group sessions, staff build on colour mixing with children and introduce shades to change colours. They do this in engaging and exciting ways, such as moulding dough colours together. Children enthusiastically test out their new learning to develop their understanding as they experiment.

Leaders adopt a curriculum to help staff deliver the unique experiences children need to learn and develop well. Staff dedicate their time playing with children and follow children's lead to guide them in their imaginative play. For instance, children wrap staff in bandages and role play vets and doctors. Staff build on the information children need to understand different experiences and occupations as they play. In addition, staff utilise structured activities in their routines to deliver small interventions for communication and language. This helps children to make progress in their developmental milestones.

Children feel safe and secure. Throughout the day, they happily explore, learn and develop. Most children feel confident to ask for help and seek out staff to play, share ideas and experiences. Children have positive behaviour and attitudes.

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

• Leaders demonstrate a clear vision for the setting. They work well together to keep children safe and help them to gain the knowledge and skills they need to be ready for their next stage. For example, leaders use local data and information from schools to help shape their curriculum. Furthermore, they work closely with staff to accurately assess children's starting points and work with them to help build on what children need to learn and experience next. This helps staff to be alert to children's wider experiences, which helps them to deliver targeted support for each child.
• Children routinely explore the outdoor space to help them develop a range of skills to support their physical development. Staff expertly dive into children's play outside, helping them to be active. Children enjoy climbing up the bank and moving in a variety of ways. Staff's positive reinforcement motivates children to try new things, helping to develop their self-esteem.
• Children enjoy listening to a variety of stories with staff. They feel comfortable to request their favourite stories and point to pages that interest them. Staff respond in a caring manner, helping children to understand the beginning, middle and end of the story. They pause to ask what children think about how a character is feeling to develop their literacy skills.
• Children develop their understanding of the world using a map of their local area. Staff help children to locate places that are important to them, such as their family home and local park. Children develop a sense of belonging and build on what they already know about their community.
• Staff engage children in daily routines, such as cutting the fruit for snack. Children enjoy exploring the different fruits on offer and following instructions on how to prepare each one. They then get the table ready for their friends. This helps children to take responsibility for small tasks and feel proud of their achievements.
• Children develop strong relationships with staff. Parents comment on the positive relationships children have with their key person. However, when children's key persons are not available or scheduled to be present, this has an impact on some children's confidence to make relationships and engage in their play with others.
• Children follow routines well at lunchtimes. They carefully find their name cards and sit quietly at the table. Staff deployment reduces at this time of day, which reduces meaningful conversations and the quality of interactions with the children. For example, the few staff who remain spend their time completing tasks, such as answering the door, finding coats and helping in the bathroom. This takes staff away from the children at the table.

What the setting must and should do next

The provider should:

• develop the key-person system more precisely to ensure children receive the support they need to develop their confidence to make relationships and engage in their play with others
• strengthen routines at lunchtime to ensure staff are deployed effectively to further develop children's communication and language skills.