Yateley Community Pre-School

What is it like to attend this early years setting?

Children, including those who are younger and less confident, benefit from staff sensitively supporting them to move into the pre-school. Children understand the routines of the day. This helps the to know what is happening next and supports them in feeling safe and secure. Children play together happily. Staff have reviewed the rules and boundaries within the indoor and outdoor environment. This helps to maintain children's focus on learning. For instance, children learn how to take turns when speaking, so that everyone's voice can be heard.

Children behave well. Staff help children understand what behaviours are expected as they play with their friends. Children listen to staff and respond appropriately. For instance, staff teach children how to sit on chairs safely at mealtimes, as they learn to follow rules which keep them safe.

The manager and staff have improved the curriculum, to meet the differing ages of children that attend. Staff promote children's physical skills well. Activities help children to become confident and capable in moving their bodies to climb, balance and to navigate space well. For instance, toddlers confidently balance along low-level beams as staff help them to take appropriate risk. Staff have high expectations for children, which helps to develop confidence in what they can achieve. All children, including those in receipt of additional funding, make good progress from their starting points.

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

• The committee, manager and staff have take action to address the weakness identified at the last inspection. Staff know how to respond to concerns about children's welfare, including managing allegations against staff. The manager understands the importance of ensuring the suitability of all staff and committee members. She ensures that changes to the committee are notified to Ofsted in a timely manner. The management team have reviewed and improved how information is recorded and stored securely. The manager has worked closely with the local authority to improve the quality of education. Staff have developed better ways of supporting and shaping children's behaviour.
• The manager has improved the oversight of the pre-school. She works closely with her staff to identify which areas of learning need the greatest focus and incorporates this with the curriculum they provide. Staff use this to plan and provide activities which support children's development. For instance, younger children learn to connect magnetic shapes as staff help them to create a box. The manager recognises that there is more than can be done to continue to embed staff knowledge of the curriculum intent, to enable staff to plan and tailor more precisely for some areas of children's learning.
• Children learn about healthy lifestyles, as staff teach them about routines that maintain their physical well-being. For example, staff talk about the importance of drinking water, as children learn that this keeps their bodies hydrated. Staff plan and provide activities for children to exercise and keep fit. For instance, children learn how to move their bodies during action songs. Toddlers learn how to push themselves along on ride-on toys and older children learn how to pedal bicycles outdoors. Children enjoy being active. This learning helps children to make healthy choices as they grow older.
• The manager has put in place training and support for staff to build their knowledge and understanding of supporting children's personal, social and emotional development. This has had a positive impact on how staff help children to understand why some of their actions may not be appropriate or safe. Children learn about positive behaviours as they play with their friends. Staff recognise when children need extra support and swiftly intervene to help manage any unwanted behaviours. Children learn to be kind towards each other and respectful towards staff. This helps them to gain skills that prepare them for their next stage in learning, including their eventual move to school.
• Staff use small-group activities to focus teaching on children's communication and language skills. For instance, children choose favourite nursery rhymes, as they act out parts of songs. They listen attentively to their friends choices and join in enthusiastically. Children learn how to play musical instruments, as they practise making quiet and loud sounds. However, sometimes activities are not always planned to include all children, particularly those who are younger and less confident, to help them benefit fully from these learning experiences.

What the setting must and should do next

The provider should:

• embed staff's understanding of curriculum intentions to enable them to focus more precisely on what children need to learn next
• develop the organisation of group activities to ensure that all children, including those who are younger and less confident, are able to benefit from the learning opportunities that they provide.