Wrens Pre-School

What is it like to attend this early years setting?

The manager and her team welcome children and parents as they arrive. They are genuinely happy to see the children and welcome them in to the 'home-from-home', child-friendly and inviting environment. Children settle quickly as they are keen to explore the activities on offer. The staff provide children with a broad and challenging curriculum that is based on children's interests, seasonal themes and also builds on what they already know. The staff use information provided by parents, and observations of the children to plan what they need to learn next.

A large playroom provides children with many opportunities to initiate their own play. Cosy areas encourage those who want to sit quietly to enjoy books. For example, children share stories together and excitedly look at the pictures chatting to their friends. An effective key-person system is in place and children have established trusting bonds with their familiar adult. The pre-school is small and cosy and staff know all the children well. They positively support children to learn how to manage their feelings. The staff are good role models. They are nurturing and speak with kindness to the children. This helps to support children's emotional well-being. As a result, children's behaviour is very good.

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

• The quality of teaching is good. Children are taught the skills they need to be independent learners. Even the youngest children are familiar with the high expectations and routines. They leave their parents with ease and store their personal belongings and coats. They register themselves finding their names and soon become engrossed in an activity of their choice. Staff are very attentive, have a good knowledge of child development and are skilful in their interactions with the children. There is a very calm and happy atmosphere throughout the session.
• Children's speech and language is developing well. Staff are skilful in how they ask questions. They provide children with ample time to think for themselves, solve problems and respond to their questions. Children engage staff in conversations. For example, they enthusiastically ask lots of questions in the role play hairdressers. They discuss with staff the hair style they want. Children talk about straight and curly hair and how much it will cost. They show sustained concentration and interest in their imaginary play.
• Children learn the importance of staying safe and healthy through everyday routines. For example, they enjoy a menu of healthy fruits at snack time. Children relish their time outdoors and have ample opportunities to play in the fresh air and exercise. They develop their physical skills as they learn to ride bicycles and climb in the garden. Children enjoy learning about the natural world around them. They look at snails and compare them to slugs, using magnifying glasses. They excitedly explain the snail has a shell and slugs do not. Children explore the garden with enthusiasm. They proudly show the staff who gently remind them how they can take care of the insects they find.
• The manager and her team have established professional, friendly working relationships with the parents. They warmly welcome and value parents' views and suggestions. Parents speak highly of the pre-school and the 'wonderful' staff. They comment how reassured they are leaving their children in the care of the supportive team. Parents say their children have grown in confidence since attending and make excellent progress. Many speak of their children's progress in their speech and language and how quickly their children settle.
• The manager and her team ensure that children with special educational needs and/or disabilities are supported to make good progress. Staff are knowledgeable and experienced and are quick to identify children who may require additional support. They make swift referrals and work in partnership with other professionals to target plans for those children who need them.
• The manager and staff are fully committed and dedicated to continually build on the good-quality care and education they offer children. They work closely as a team. The manager observes staff practice as she works closely with them each day. Staff receive support for their ongoing professional development. However, arrangements for staff supervision meetings are not fully effective to ensure any training needs can be identified and swiftly addressed.

What the setting must and should do next

The provider should:

• build on the current arrangements for staff supervision to monitor and evaluate staff's knowledge to raise the overall quality to a higher level.