Wormley Pre-school

What is it like to attend this early years setting?

Children arrive at this pre-school eager and enthusiastic to begin their day. They run towards the warm and welcoming staff, who greet them at the entrance. Staff readily hug the children, who eagerly share their weekend news. A calm and respectful atmosphere supports children to explore, play and learn with enthusiasm. They confidently choose from a wide range of activities. For example, some roll out play dough and use shape cutters to cut out shapes, naming the ones they already know and learning new vocabulary for the ones that are new. Others explore paint and glitter, guided by staff to use a paintbrush correctly, carefully wiping off the extra paint and supporting their fine motor skills, before creating their own masterpiece.

Children develop their understanding of the natural world around them as they look for insects and bugs in the bug hotel. Staff encourage them to discuss the similarities and differences between a snail and a slug. Children notice the features of the snail's shell, describing it as 'its own house'. The provider has a well-designed curriculum in place to support the children's personal, social and emotional development with a focus on preparing them for their next steps. Children's behaviour is generally good. They listen to others, take turns and share resources.

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

• The provider has a clear focus on developing children's communication and language skills. Staff support communication well. They narrate what children are doing and introduce new words as children play. During hospital role play, staff introduce children to words, such as stethoscope and thermometer. Staff use songs to embed vocabulary, for example, when playing with play dough, staff sing 'rolling, rolling, rolling' while the children roll the dough ready to cut the shapes.
• Staff know their key children well. They have a clear understanding of what the children already know and what they need to learn next in their educational journey. Staff plan activities they know their children will enjoy. However, they are not always clear about the intent and what they want children to learn from them. As a result, children sometimes lose interest in the activity and move on to something different.
• Children behave well and are learning to share and take turns. For example, when children want to use a toy screwdriver, others offer theirs saying, 'We all have to share, don't we?' On occasion, staff do not always respond quickly enough to help children remember the behaviour expectations when they forget them.
• All children, including those with special educational needs and/or disabilities
• (SEND), make good progress from their starting point. Leaders work closely with families and work alongside them to get any support they may need. They work well with outside agencies and signpost parents to support groups and workshops.
• Interactions between staff and children are positive and purposeful. Staff discuss with children what they are doing and seeing. For example, while looking at a snail through magnifying glasses, staff encourage the children to look for the snail's eyes and compare them with their own.
• Parents speak highly of the care and support they receive from the pre-school. Staff regularly keep them informed of their children's progress using an online platform. This supports them to help their child continue their learning at home. Parents say they are happy with the home visit and settling-in process. Parents are regularly invited to participate in activities with their children at the play-and-stay sessions offered. Parents say that they feel able to approach staff should they have any concerns and find this particularly reassuring.
• Leaders know their staff well. They ensure staff have regular supervisions and professional development to enhance their knowledge and skills. Staff feel well supported and particularly value the strong team culture and focus on staff well-being.
• Children demonstrate their independence as they take off their own coats and wash their hands ready for snack. Children know when they need to wipe their nose and use the nose wiping station to manage this themselves.

What the setting must and should do next

The provider should:

• help staff to fully understand the learning intent behind planned activities, so that they can maintain children's engagement and support learning
• support staff to respond promptly to remind children of the behaviour expectations when they forget them.