Yaxley & Mellis Pre-School

What is it like to attend this early years setting?

Children are greeted by name in the morning with enthusiasm and warmth. They excitedly run into pre-school, eager to begin their day. Children find their named pegs and hang up their coats. Once inside the pre-school room, children are straight into their learning and are engaged in their play. Activities support children well from the onset and children climb, complete art and craft activities, build and play with play dough. The resources are well thought out and help children settle.

Conversations between staff and children are meaningful. Staff extend children's thinking skills, ask open-ended questions and repeat words back to children. Children hold conversations with each other during their play. Staff have high expectations for children's independence and knowledge of the world in which they live. For example, children research animals of the world and their habitats.

Outside provides children with a wealth of opportunities to extend their physical development. They eagerly show how much they love being in the garden, as they ride on bicycles and tricycles explaining, 'I'm trying to get past this traffic.' Children push their friends on go-carts, climb up and slide down slides and throw balls into a basketball net. 'Watch me' they say, keen to show what they can do and confident in their own abilities.

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

• Children have numerous opportunities to develop their fine motor skills. They make marks with pencils, draw on the wipe board and use scissors with confidence. As result, children develop their creative skills and strengthen their muscles needed for early writing.
• Support for children with special educational needs and/or disabilities (SEND) is good. Support plans are in place and staff work closely with parents and other professionals to ensure that the right support for children is implemented to meet their needs. As a result, children with SEND make good progress.
• Parents speak highly of the pre-school and the staff. They comment that they are well informed, there is good correspondence and that they know their child's key person and next steps. They express how much the pre-school has supported them with their children's individual needs stating, 'I felt like they loved my child and would take care of them like I would.' Home learning and parent partnerships are a strength. Parents receive regular newsletters, attend stay-and-play sessions, sponsored walks, Christmas singing and sports day.
• Routines are embedded and behaviour is good. Children patiently wait at the door to go outside and once they have finished their lunch, put the lids onto their lunch boxes and put their lunch boxes into the fridge themselves. They support their friends who are a little unsure, by showing them what to do. This means that children know the expectations and build friendships through offering support.
• Circle time allows children to talk about the beginning of their day. They sing songs, and staff support with actions to enrich and embed learning. Older children are given small tasks. They count how many bowls are needed for snack time and put them out ready. This extends learning for the older children. However, some younger children drift in their engagement as they wait for snack to be prepared. At lunchtime, some children run around and are not engaged while staff undertake setting up and tidying away duties. As a result, learning for some children at times of transition is inconsistent.
• Staff support children's self-regulation well. For example, they support positive behaviour for children to work collaboratively to build a den, to include others successfully in their play. As a result, all children feel included.
• Leaders work alongside the local authority to continuously improve the pre-school. They enrol and undertake training themselves and ensure that the whole staff team's knowledge is up to date and continuously developing. They work in close collaboration with the local school to widen children's experiences and support smooth transitions in the next steps of their educational journey.

What the setting must and should do next

The provider should:

• deploy staff to ensure a consistent and meaningful approach to all children's learning at all times, for example during transitions between daily routines and activities.