Yeadon Townhall Preschool

What is it like to attend this early years setting?

The leadership team is ambitious for children's learning. Staff plan a broad curriculum that supports children's development across all areas of learning. Children's learning is sequenced well. They have an individualised learning journey that supports them to practise and build on the skills they have already learned. As a result, all children make good progress.

Staff welcome children warmly each morning. They speak with parents about each child's start to the day. This helps children settle quickly and enjoy the activities waiting for them. Staff know children very well. They respond with genuine care and kindness in every interaction. Children follow familiar routines that give them security and comfort. Staff focus on helping children remember rules and routines. For example, they remind children to use walking feet inside and 'kind hands' when playing with their peers.

Children are curious to explore the natural world. Older children enjoy exploring a bird's skull. They develop their literacy skills as they use factual reference books to find out even more detailed information about the skull. Staff support children to explore pumpkins and teach them to use knives and scissors safely. Younger children enjoy exploring the sensory aspects and scooping out the pumpkin seeds. Staff introduce new vocabulary, such as 'slimy' and 'moist.' Staff tailor children's learning to meet their individual needs. Staff quickly identify children's interests and preferences. For example, they take older children to the library to choose more reference books relating to their interests in birds and the natural world.

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

• Staff are reflective in their approach and continually look for ways to improve the setting to meet the changing needs of the children. They are dedicated to their role, speak with genuine enthusiasm and show clear commitment to ensuring every child has the best possible start.
• Leaders provide professional development through supervisions and team meetings, where staff can reflect on practice and share ideas. However, the coaching and mentoring already in place is not yet sharply focused on individual needs. As a result, the high quality of teaching is not fully consistent across the team.
• Staff deliver lively and interactive story times that capture children's attention. They pause at key moments so children can recall events and predict what happens next. Staff support language skills by encouraging children to repeat key phrases and join in with rhymes.
• Staff focus on supporting children's personal, social and emotional development. Staff show interest in children's ideas, which gives them confidence and boosts their self-esteem. Staff gather personal information before children start so they can tailor children's care appropriately.
• Children make good progress from their starting points. Staff take time to get to know each child well. They use this knowledge to plan activities that reflect children's interests and build on what they already know. Staff focus on individual next steps, so learning is meaningful. As a result, children remain focused, motivated and eager to learn.
• Staff guide children to develop their creative skills by listening to their opinions and helping them come up with their own ideas in a creative way. Toddlers explore their imaginations as they play in the home area, where they pretend to cook a meal in a toy kitchen. Older children create intricate objects out of play dough.
• Children enjoy indoor and outdoor play that follows their interests. Children have daily access to a safe, engaging outdoor area. Children can climb, balance and ride bikes to build strength, coordination and stamina. As a result, children make strong progress in their physical development.
• Staff take children on daily outings in the community, visiting local shops, going on nature walks and taking trips to the library and local townhall drama productions. Through these experiences, children learn about the world around them. Staff teach children road safety, and help them develop confidence in new environments and gain a sense of belonging to their local community.
• Staff teach children how to keep their bodies healthy. Children are taught how to follow routines to wash their hands before mealtimes. When blowing their nose, they approach staff for tissues and are encouraged to throw the tissues in the bin independently.
• Parents speak highly of the pre-school and staff. They value the care their children receive and report they are happy and settled. Parents explain they have a good relationship with their child's key person and receive clear updates about their day.

What the setting must and should do next

The provider should:

• provide staff with additional coaching and targeted support to help develop consistency and raise the overall quality of practice across the team to an even higher level.