Wroughton Pre School

What is it like to attend this early years setting?

The manager and staff implement a varied curriculum, helping all children, including children with special educational needs and/or disabilities (SEND), to develop the skills they need for future learning. Children's independence shines as they recognise their named pegs, take off their coats and hang them up. Children build and develop their small muscles when squeezing tubes that release water as they wash their hands independently. Outside, older children learn to negotiate space and practise using their bigger physical skills as they lift and carry small tyres, stacking them on top of each other. They work together and use vocabulary such as 'It is wobbly' and 'I have big muscles.' Staff encourage children's mathematical development and ask them, 'How many have you stacked?' Children confidently count to 10, holding up 10 fingers. Children manage their own conflicts and solve problems well when deciding who is going to use the whisk first as they stir sand, water and flowers to make pancakes.

Parents report on consistent sharing of information regarding their children's development and next steps in learning. They value 'stay and play' opportunities and comment on how staff are 'reassuring, warm and approachable'. Parents notice how children have 'grown in confidence' and have an 'inquisitive love of learning'.

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

• Managers regularly reflect on the curriculum to ensure it is tailored to meet the needs of individual children. Staff set up activities for children based on their interests and needs. For example, children enjoy filling and emptying cups of water. They focus well and develop their hand-eye coordination as they pour from one small cup to another. However, staff do not make the most of interactions with children to challenge their learning further to help them to build on what they already know.
• Staff know children well and use effective assessment to track children's progress from their starting points. The manager closely monitors learning and swiftly identifies when children need support. However, on occasions, staff are inconsistent in managing children's behaviour and do not help children to understand how their actions have an impact on others.
• Children develop a love of literacy as they intently look through books, turning the pages and pointing to pictures. They independently repeat phrases from the book as they link the picture to the story. For example, they say, 'Back through the cave! Tiptoe! Tiptoe! Tiptoe!' Children sit outside and look at books together, discussing their favourite and saying, 'Mine is ''The Hungry Caterpillar''.'
• Staff place a good focus on children's well-being and have implemented strategies to support this. For example, children use a 'feelings board' to help them label their emotions each morning as they place their name alongside how they feel, such as 'happy' or 'sad'. Managers are working together to support children's self-regulation by creating a more focused 'sensory area' where staff can take children when they need some quiet time to discuss and understand their feelings.
• Staff support children's curiosity and understanding of the world around them. Children enjoy trips out to the local shops and learn about the importance of a community when they take part in events such as the yearly community duck race. Children learn about occupations and receive visits from firefighters and the police. The manager uses additional funding to provide children with varied experiences, particularly supporting their physical development, such as through dance and rugby groups.
• The dedicated manager recognises the importance of self-evaluation and has good oversight of the provision. The recent introduction of the room for two-year-olds has had a positive impact on children's confidence and focus. The manager places high regard on the well-being of staff. The staff have regular supervision sessions and undertake specific training that further enhances their skills and knowledge. For example, staff have recently completed 'trauma in childhood' training to support children in managing their emotions.

What the setting must and should do next

The provider should:

• support staff to implement more consistent approaches to behaviour management to help children better understand how their behaviour has an impact on others
• develop staff interactions with children to build on what children already know and can do to challenge their learning even further.