Wollaston and Strixton Preschool

What is it like to attend this early years setting?

Children arrive happily at this pre-school. They show their understanding of daily routines as they hang up their coats and put their lunch boxes away. Children find their name cards to put on the name board, developing their independence. Staff provide cuddles and reassurance and sing songs to less confident children to help them settle. Children are keen to engage in a good range of activities, both indoors and outdoors. They have a positive attitude towards their learning. Children listen to and share stories with staff throughout the day. Staff pause during stories, allowing children to join in. Children are keen to share their home experiences with staff. For example, they tell them it is their birthday and talk about the gifts they received. Staff listen with interest, which helps children to understand and develop positive, respectful relationships with others.

Staff talk to children about oral hygiene and visiting the dentist. Older children recall their recent visit as they share with the group that the dentist said to 'Lay back and say ah'. Children confidently approach staff to ask for additional items to include in their play. For example, they ask staff for more nappies as they play with the dolls. Staff plan activities to support children's physical skills. Children climb wooden steps in the garden and balance on wooden sleepers. They develop their small-muscle skills as they pick up rice and put it into bottles.

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

• The manager and deputy work well with the staff team. They have a clear vision of what they want children to learn and understand the curriculum they provide to broaden children's experiences. For example, staff build on children's interest in nature as they plan activities linked to the life cycle of a butterfly, including stories, pictures and videos.
• Staff know the children well. The key-person system enables them to assess what children can do and plan their next steps in learning. Staff hold termly meetings with parents and complete regular observations and assessments to ensure that children make good progress.
• Staff plan and deliver a variety of activities, which children access freely. In the garden, children receive support from staff to use small tools to dig in mud and look for worms. This helps children to develop the small muscles in their hands necessary for later writing.
• Staff support children's communication and language well. As staff read familiar stories to children about a friendly caterpillar, they teach them new words, such as 'cocoon' and 'chrysalis', helping children to build their vocabulary. Staff plan regular singing sessions and encourage children to join in.
• Staff plan group activities that build on children's prior knowledge. For example, following an activity observing the life cycle of a butterfly, they revisit the topic.
• Staff use questions to extend older children's understanding and engage them in discussions. However, younger children struggle to understand and join in, as the activity is too advanced. Consequently, they lose interest.
• Children with special educational needs and/or disabilities are supported to make good progress. Staff devise action plans to provide them with targeted support. They work well with parents and other professionals and use additional funding effectively. For example, they have paid for advice from a speech and language therapist to support children's language and communication. Parents are informed of their children's learning and given help and advice to continue learning at home.
• Staff's approach to behaviour management is consistent. As a result, children's behaviour is good. Children are reminded of the pre-school rules, such as how to sit on chairs, and staff promote positive behaviour. When conflict arises, staff sensitively intervene and use sand timers as a visual cue.
• Staff benefit from regular supervision meetings with the manager. They say that they feel supported, both personally and professionally. The manager keeps staff's knowledge up to date through training and regular reflections of practice.
• Staff support and promote children's independence skills. For example, at snack time, children wash their hands independently. Staff encourage children to collect plates and serve their own food and drinks. Overall, children know and follow the pre-school routines. However, younger children struggle with the routine at the end of the session, and activities do not hold their interest until their parents collect them.

What the setting must and should do next

The provider should:

• plan activities more precisely to meet the development needs of younger children
• improve and adapt activities at the end of the session to ensure they support younger children's interests.