Wirksworth Preschool Playgroup

What is it like to attend this early years setting?

Children and parents are greeted warmly by the friendly and professional pre-school staff. Children demonstrate that they have a secure understanding of the pre-school routine and settle into activities calmly. Children show good behaviour and are prepared for future learning. The manager states that children have a love for learning and are passionate and inquisitive.

Staff support children's learning and behaviour well, for example, the curriculum is tailored to children's needs and interests. Children use their imagination well, for example, children are proud to show the staff team what they have created using the recycled items on the modelling table, saying 'That's my flower and this is my robot.'

Children have a love for the wider world and enjoy their time in the garden. The staff provide many opportunities for the children to learn on the spot. For example, they go on a leaf and bird hunt around the beautiful garden area and, in doing this, they develop their matching skills. Staff incorporate literacy well. For example, staff have ensured that props and pictures have been created to give the children an interactive experience when staff tell the story of 'The Hungry Caterpillar'.

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

• Staff extend the children's experiences though their curriculum, following the children's lead. Children build on their home learning, for example, some of the children enjoyed a teddy bears picnic at the weekend and the staff ensured that this interest was continued. Staff provided resources for a birthday party, set up for teddy, encouraging the children to design a cake for him and to help him to blow out the candles.
• Staff feel valued in what they do. They speak highly of how the new manager has supported staff well-being to a high level, ensuring that they are a happy team.
• All staff know children well and children have key workers. Staff are happy to provide information to parents about the children and plan individual experiences for them.
• Staff support children with special educational needs and/or disabilities well. They focus on ensuring that families are supported. They work with parents to meet children's needs, for example, they make adjustments to the start of the children's day to help them to be calm and comfortable when they enter the pre-school.
• Parents value the pre-school and are very supportive of all of the staff's efforts. Parents state that the pre-school is like an extended family to them.
• Staff are aware of the importance of sun safety. Staff ensure they request all parents put sun cream on their child before pre-school starts. On a warm day, children are reminded to wear their hats at all times in the garden. However, staff can become reliant on the fact that parents should have put sun cream on their child and do not reapply sun cream for a long period.
• Staff benefit from regular support and supervisions from the manager. They receive frequent on-the-spot feedback about their teaching practice and are given opportunities to take part in training outside of working hours to suit home their lives.
• Staff help children to develop a love of books. For example, children choose from a wide variety of books and enjoy these indoors and outdoors, cuddling up to the staff.
• The pre-school environment is set up to a high standard. Staff ensure that a range of activities is set up to enhance children's development and continuous learning, for example, water play, planting seeds, scooters and a quiet book. Children are happy to visit all of the areas, try out the resources and activities available and are confident to ask for help if needed.

What the setting must and should do next

The provider should:

• improve staff knowledge of sun safety and how to provide children with continuous protection on hot, sunny days.