Witnesham Pre-School

What is it like to attend this early years setting?

Children are happy to attend the pre-school. They demonstrate that they feel safe and secure. They leave their parents at the door and come in readily. Children lead their own play and learning. They have easy access to a wide range of resources. They confidently make their own choices of what they would like to play with and make suggestions for activities. On arrival, they explore the model dinosaurs and are keen to involve staff in their imaginative play. Staff get down to the children's level and value their ideas.

Children show that they have positive relationships with staff and are happy to ask for help, when needed. They are familiar with the daily routines and know what is expected, for instance, when it is time to wash their hands before snack. Staff sensitively encourage and support children to understand the importance of following appropriate personal hygiene routines. Children develop friendships with their peers and learn to have regard for each other's needs and feelings. Staff talk to children calmly and model polite manners. They give children lots of praise and encouragement as they recognise their efforts and achievements. This has a positive impact on children's behaviour and attitudes, which are very good.

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

• The management committee has a good oversight of the pre-school and, since the last inspection, has worked hard to make effective changes. All staff now hold paediatric first-aid and food hygiene certificates. Staff receive regular supervision meetings and are encouraged to reflect on their own practice. They have opportunities to complete training to further develop their understanding and skills. Staff morale is good, and they report that they are well supported.
• Staff continually monitor and evaluate the environment. They make changes to ensure that they continue to meet children's individual needs. They notice what children are interested in and what they like to do. Staff use these interests to help children to learn through play. They have a good understanding of what children can do and what they need to learn next.
• Children enjoy opportunities to experiment with paint. Staff reassure children who are reluctant to touch the paint with their hands and make small changes, such as by offering paintbrushes instead. Children are proud of their achievements and comment, 'my hand is back to normal now' after washing off the paint. Staff, in the main, support children to think and to solve problems for themselves, such as when building a marble run. However, there are occasions when opportunities are not used as well to challenge or extend children so that they achieve as much as they can from every potential learning opportunity.
• Children have good opportunities to develop their communication and language skills. Staff talk to children as they play, ask questions at appropriate times and provide good narrative to describe what they are doing. They introduce children to new words to further extend their vocabulary. Children independently select books and enjoy opportunities to share their favourite story with staff, who read to them using a good tone of voice to help engage the children.
• Partnerships with parents and carers are strong. Parents highlight the effective communication from staff. They value the information that staff share about what their children have enjoyed doing at pre-school.
• Staff work closely with parents and other professionals involved in the care of children with special educational needs and/or disabilities (SEND) so that they receive consistent support. Staff include children with SEND in activities well.
• Children enjoy a range of fresh fruit and freshly cooked meals as part of a healthy and balanced diet. They like being with each other and talking to the staff as they eat their snacks and meals together. These are positive and social experiences and help children to feel a strong sense of belonging.
• Staff do not consistently encourage children to complete simple tasks for themselves to further develop their independence skills.
• Children learn to respect others who may be different to themselves. Staff help children to learn about equal opportunities for all and use books to help children to understand further.

What the setting must and should do next

The provider should:

• support staff to challenge and to extend children's learning to ensure that children achieve as much as they can
• ensure staff use every opportunity to promote children's independence skills.