Wizz Kids Pre-School

What is it like to attend this early years setting?

Children arrive at the setting happy and eager to learn. They are welcomed by warm and friendly staff. Staff create a well-organised and stimulating environment, which includes real objects and natural materials for children to explore. Children have endless play opportunities inside and outside. Their communication and language skills are excellent. Staff sit among children in small groups, asking questions and showing a genuine interest in children's ideas. Children feel valued. They invent role-play games and joyfully express their ideas using language. Children are engaged, interested and enthusiastic.

Children start the day in small groups. Staff create playful activities, such as pretending to feed a monster. Children quickly develop confidence as they practise counting and learn to sequence and memorise patterns. Staff ignite children's love of books and reading. They skilfully share focus stories to support and extend children's learning. Children join in with familiar phrases and actions and explore rhythms and songs. Children speculate what might happen next and remember what they have learned. Children are eager to read. For instance, they climb into a chair and say, 'Let's read this together.' Outside in the water, children use jugs, bowls, spoons and herbs. Children like and trust staff. They ask for advice and share two-way conversations. Children engage in their play for prolonged periods of time.

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

• Staff plan a wide variety of interesting and stimulating activities for children to explore. They skilfully extend children's thinking and understanding with questions and conversations. Most staff have a broad understanding of the curriculum intent and know how children learn. However, there are a some inconsistencies in staff's understanding on the next steps in learning they are focusing on for children.
• Staff focus on children developing their independence. Children take off their coats and shoes and put on their slippers and wellington boots. However, on occasions, staff help children to do tasks that they could learn to do for themselves, such as washing their faces and wiping their noses.
• Children are kind, helpful and polite. They build close relationships with staff and develop friendships with other children. Children benefit from a clear routine. They know what is happening now and next. Staff involve children. Children listen and follow instructions to help tidy up. This helps children to have a sense of belonging.
• Staff develop excellent relationships with the neighbouring school so that children's transitions are smooth. Staff develop good relationships with other professionals and work closely with parents and carers to support children with special educational needs and/or disabilities and children who speak English as an additional language.
• Staff encourage children to explore their needs and emotions. Children play in the construction area and build a home for a stone. They consider that it might need warmth, water and food. Staff extend children's thinking by asking what might make it happy.
• Children sit together to share a healthy lunch. Staff sit on the floor with babies and help them to feed themselves. Staff monitor sleeping babies constantly.
• Staff share information with parents in daily conversations, on an online app and in a termly report. Parents say that the staff are wonderful. They value the key-person system and say that the setting share lots of information with them. Parents say that they are always welcomed and that their children settle easily. They report that their children love coming and develop close relationships with staff and friendships with other children.
• Parents say that children have lots of opportunities to play outside and that staff create a stimulating environment for children. They comment that children make excellent progress, especially in their communication and language.
• The setting benefits from a dedicated leadership team who works hard to support children and staff. Staff say that they enjoy their work and feel valued and supported. Leaders evaluate and make changes to improve the provision. For examples, recent changes include developing an area for two-year-old children. Leaders are in the process of implementing a new planning system for all children.

What the setting must and should do next

The provider should:

• embed the curriculum intent so that all staff share the same vision and focus on what they want children to learn next
• develop children's independence further by supporting them to complete tasks for themselves.