Worlingham Pre-School

What is it like to attend this early years setting?

Managers and staff create an ambitious and inclusive curriculum. Children thrive as they engage in the stimulating learning experiences that staff offer. They quickly become curious and independent learners. The pre-school is a hive of activity. Children buzz with excitement and joy. For example, they proudly show adults and their peers how they have written their names. Children can independently choose from a wide range of activities staff have designed, which ignites a curiosity and thirst for learning. This means that children spend long periods engaged at their chosen activity. For example, children love to make 'babychinos' and explore powder paint in the outdoor space, while others concentrate on using peg boards, shapes and wooden hammers to make patterns indoors.

Staff know the children well. Children feel safe and secure. They demonstrate this by being confident throughout the session. Children develop strong friendships. They work together, solving problems and negotiating well as they play. Children develop the skills of effective learners. For example, they closely work together using magnetic tiles to build a house for their animals, discussing the design. Staff help children to develop a deep love of literacy. For example, staff and children explore the story 'Superworm'. They talk about all the ways Superworm helps his friends and excitedly come up with their own ideas about how he could help them further.

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

• Leaders and staff are passionate about delivering the best outcomes for children. The curriculum is designed to continually build on what children know and can do. It equips them with the skills they need for their next stage of learning. For example, children work on their fine motor skills through stamps, mark making on tablets and 'dough disco' sessions, supporting their early writing skills before using pencils to write their names.
• All children are supported well. Adaptations are made to support children throughout the session, for example by a gradual settling-in process and introduction to new routines. This means all children are able to access the curriculum in a calm and supported way. This enables them to feel ready and able to learn.
• Children learn to become independent. Self-care skills, such as going to the toilet by themselves, are promoted. They wash their hands after playing outdoors or messy play. Children learn to put on and take off their own coats and shoes. Children independently chop their snacks and pour their drinks. These are skills in preparation for school.
• A particular strength of the curriculum is mathematics. Children love to learn mathematics and excitedly talk about the numbers they are learning. They know their numbers and colours well. Staff support children to count and recognise numbers. For example, staff encourage children to notice patterns in their environment and to add two groups together to make a bigger number. This leads to children having a deep understanding of each number in different contexts.
• Partnerships with parents are strong. Parents say staff are caring, kind and approachable. They also say that their children enjoy coming to the pre-school and that they have made progress with their learning. They appreciate the support they receive and know that their children are safe. Parents feel well informed. Information is shared via email, parents' evenings and online apps.
• Managers generally have a good oversight of the provision. They use induction and team meetings to share their values, policies and practice with staff. However, managers do not routinely check staff's understanding and implementation of some policies. As a result, there are occasionally some inconsistencies in the implementation of some elements of the curriculum. This means not all children will benefit from a consistent approach.
• Staff morale is high. They work together extremely well and feel well supported. Opportunities to attend training is available. However, current supervision arrangements are not effective in helping leaders to identify gaps in staff's knowledge and practice. As a result, some aspects of the intended curriculum are not delivered to a consistently high standard.

What the setting must and should do next

The provider should:

• strengthen supervision arrangements so all staff receive incisive feedback and targeted training to develop their understanding and delivery of the curriculum even further.