Wootton and Dry Sandford Preschool

What is it like to attend this early years setting?

Children are supported by experienced and nurturing staff at their pre-school. Overall, there is a wide range of enjoyable activities planned. In addition to planned activities, staff take advantage of spontaneous learning opportunities. For example, on the day of inspection, an unexpected air ambulance landed on the field adjacent to the pre-school. Children received this with mixed emotions. Staff stepped in quickly, showing kindness and reassuring children who were upset, as they did not like the noise. They extended children's learning for those who were excited. For example, they explained how the helicopter would land and supported children's developing vocabulary, using words such as 'rotating' and 'circulating'. Staff also extended children's understanding of the world as they spoke about the important role the emergency services play.

All children love opportunities to develop their imaginative play with small-world toys and in their home corner. There are lots of opportunities for them to develop their early literacy skills. For example, they take turns to choose their favourite book at story time. Children sit well alongside each other while listening to stories. They recall well-known stories and finish off repetitive phrases in the books. Children have daily opportunities to be physically active. They enjoy fresh air and exercise in the recently improved outside area. In addition, children enjoy the regular yoga and football sessions.

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

• Staff have a good understanding of their curriculum and how children learn. Overall, they plan a rich and varied selection of well-organised activities to encourage children to explore and build on what they already know. This helps children to make good progress.
• Partnerships with parents are strong. Parents leave glowing testimonials praising the stable staff team. They feel supported with how to help their children at home and receive regular updates about their children's learning.
• Children behave well. Staff set consistent boundaries, which helps children to understand the expectations for their behaviour. For example, staff use sand timers which support children in understanding when changes in routine will happen, such as the amount of time left to finish eating their lunch. Children have good manners and are kind and considerate to everyone.
• Key-person relationships are exceptionally strong, and staff form close, professional relationships with parents and families. This has huge benefits for supporting children as they settle at the pre-school. The warm and inclusive approach supports all children to feel welcome. Within the pre-school, children show empathy and respect for staff and each other.
• Staff are skilled at communicating effectively with children. They hold conversations and join in with children's play. However, at times, such as during self-chosen play, staff focus on supporting one or two children at a time and do not always ensure that all children are involved and engaged in meaningful learning.
• The special educational needs and/or disabilities coordinator works closely with families, staff and other agencies involved in children's care. This enables children with special educational needs and/or disabilities to benefit from highly effective support with their ongoing progress. Effective use of additional funding enables children to access high-quality care and learning opportunities throughout their time at the pre-school.
• The manager works very closely with her well-established team. Staff say that they enjoy working at the setting and feel that they are valued and respected in their roles. The manager meets regularly with staff to offer advice and support. However, she has not fully established arrangements to identify any gaps in staff's knowledge and target staff's professional development to continue to refine the quality of teaching.
• Children learn the importance of following a healthy diet and lifestyle. They follow good hygiene routines and enjoy growing and trying different fruit and vegetables at snack time. Staff help children to be ready for school, as they provide many opportunities to develop children's independence. For example, children are supported to butter their crackers and chop their own fruit at snack. They are also able to put their coats and boots on before going outside to play.
• The manager has successfully implemented strategies to involve parents in their child's learning journey. This includes creating a lending library where parents can take props and resources home to develop and support learning further. For example, this includes ideas for how parents can support their children's physical development with ideas about 'how to get physical'.

What the setting must and should do next

The provider should:

• support staff to encourage all children to get involved and engaged in meaningful learning, especially during times when they have free choice of activities
• strengthen and improve supervision arrangements to support staff's professional development needs, knowledge and skills.