Woodchurch Windmills & Fun Club

What is it like to attend this early years setting?

Children arrive happy, excited and ready to start their day. They choose from a variety of activities set out for them and welcome encouragement from staff. Staff lead carpet-time sessions, which are a firm favourite of the children. They thoroughly enjoy songs and rhymes, joining in with the actions and use of sign language. Story time is used to engage children, develop reading skills and discuss important topics. For example, the children listen to a story about a girl in a wheelchair and then ask questions about the little girl, which staff answer in an age-appropriate way.

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

• Staff make good use of the outdoor area to promote children's learning and physical development. Children develop coordination and control through climbing, swinging and riding bicycles. They can also practise their writing and drawing skills on a large chalkboard. Staff encourage children to use this throughout the day and link it to the games they play.
• The manager understands the importance of the transition between pre-school and school and is developing this link. For example, the children regularly visit the Reception class and become familiar with the environment and teachers.
• Staff identify children who need support with speech and language. They understand the importance of early intervention and seek support from other professionals. Staff speak slowly and carefully to ensure children understand instructions and can practise words.
• Committee members are very supportive of the pre-school and have an excellent relationship with staff. For example, children have received home-learning tasks to decorate a piece of fabric, linked the King's coronation. The activity is purposefully aimed at enabling children to work with siblings and family members.
• Children enjoy using the different areas in the pre-school, such as the home corner and the builder's area. They spend a long time developing their games and use excellent imagination. For example, two children work together to build a train out of building blocks and talk about what else they can add.
• Staff do not always promote mathematics as effectively as other areas of learning. The children have a designated mathematics area available to them. However, at times, staff do not recognise when opportunities arise to support children's mathematical understanding during other activities and play.
• The manager and staff team work very well together. They discuss children's learning and next steps through staff meetings. Staff are reflective and understand the importance of purposeful planning. For example, the dominoes were put out in the morning as staff wanted to encourage children to take turns using this game.
• Staff plan a range of activities that explore different cultures, traditions and languages to help children understand and respect the differences within society. However, they do not always consider how to reflect and celebrate the backgrounds of those attending.
• Partnership with parents is effective. Parents speak highly of the pre-school and comment on the caring nature of the staff. One parent spoken to at the inspection said, 'My child has really gained confidence since she started, coming on with her speech and social skills'. Parents are happy with the communication by the pre-school through conversations and use of the online learning journal.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to learn about the lives and backgrounds of people that are different to their own to enhance their understanding and appreciation of diversity
• support staff to make better use of opportunities that arise to promote children's understanding of mathematics.