Women's Inclusive Team Ltd

What is it like to attend this early years setting?

Staff provide a calm and happy environment that prioritises children's safety and well-being. Their kind and nurturing approach helps children to feel secure. Children quickly form affectionate bonds with staff, and they show that they feel at ease and are ready to learn. Staff plan the learning experiences around the things that children enjoy. For instance, staff know that children like using their senses as they play. Therefore, they incorporate real fruit, vegetables and herbs into art and role-play activities. This draws children in and supports their positive attitudes to learning. There is a broad and ambitious curriculum to support all areas of children's learning and equip them for starting school. Staff have high expectations for children's behaviour. They use consistent reminders and explanations to help children learn about the rules and boundaries. Children listen to staff, follow the daily routines and play nicely with their peers.

There is a strong ethos of inclusion and equality across the setting. This ensures that children's individual backgrounds and characteristics are respected and celebrated. For example, staff arrange multicultural events, where children and parents come together to share and explore family artefacts and customs. Children with special educational needs and/or disabilities (SEND) receive the targeted support they need to play and learn alongside their peers. This welcoming and integrated approach supports children to develop a positive appreciation of their similarities and differences.

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

• Partnerships with parents are a strength. Leaders describe a holistic approach to childcare where they try to understand and support the whole family. For instance, staff organise workshops that offer useful parenting advice and encourage parents to form supportive networks. Staff also direct parents to other sources of help within the organisation and the local area, such as a foodbank and classes about online safety. This collaborative approach has a very positive impact on the outcomes for children. Parents speak highly of the nurturing provision and state that staff are genuinely interested in their children and go the extra mile to support families. One comments that, 'Chicksand Preschool is a hidden gem.'
• Leaders ensure any additional funding the setting receives is used effectively to meet individual needs and improve outcomes for children. For example, they have purchased resources such as coloured lighting and comfortable furnishings for a sensory area. This helps children to calm and settle so that they are ready for learning.
• Staff carry out regular observations and precise assessments of children's development. They outline clear next steps for children's learning, which helps children to build on what they know and can do. Staff act promptly if children are behind their expected development. They liaise with parents and put in place additional learning support where needed. This helps all children, including those with SEND, to reach their full potential.
• Children benefit from a language-rich environment. Books are plentiful and staff read and sing songs with children throughout the day. Staff help children to broaden their vocabularies as they repeat new words and phrases. They also incorporate non-verbal forms of communication, such as a pictorial timetable to show children what is happening now and next. This helps children, particularly children with SEND and those who speak English as an additional language, to settle and understand the routines and expectations.
• Overall, staff promote children's positive attitudes to learning well. For instance, they patiently teach children how to use cutters and rolling pins as they play with coloured dough. Staff use lots of encouragement and praise, which motivates children to keep trying. However, at times, staff do not recognise and effectively support children's own interests to extend their engagement and learning even further.
• Staff support children's physical health and well-being very well. For example, they use their good relationships with parents to promote good oral hygiene, both at home and in the pre-school. Children play outdoors daily in the large garden. They have lots of space to exercise and build on their physical skills. Children take pride in growing their own vegetables at the pre-school and are keen to taste them at snack time. This further promotes their enjoyment of healthy eating.
• There is a clear focus on developing practice and building staff skills. Staff receive effective support, supervision and coaching. They feel valued and describe a strong sense of teamwork. Leaders and staff all show dedication to continually improving the service they provide for families and children.

What the setting must and should do next

The provider should:

• help all staff to recognise when to support children's own interests and fascinations to further support their engagement and learning.