YMCA Mansion House PreSchool

What is it like to attend this early years setting?

Children are warmly greeted by staff at the gate and enter with confidence, demonstrating that they feel safe. Older children know to hang their coats and bags up, and younger children are supported to do this. Those children who are unsettled upon arrival are comforted by staff and quickly settle in.

Children have access to a range of stimulating resources based on their interests and next steps in learning. They develop good concentration skills. For example, the youngest children manipulate a sand mixture in their fingers and explore the marks they make using different tools. Older children enjoy using their imaginations as they play in the role-play area, expanding their vocabulary with skilful staff who hold discussions with them about fruit. Children are supported well with their physical skills. For example, staff provide paper, pens and scissors, modelling how to use these correctly. Children proudly share their achievements with those around them as they use the scissors correctly or create their own marks.

Staff are positive role models and treat all children with respect. When there are minor disputes, staff gently remind children to take turns or distract children with toys of their choice. This contributes to children's growing ability to regulate their own behaviour. Staff frequently praise children and tell them, 'Well done'. This helps to develop children's self-confidence. Children behave well.

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

• The newly appointed manager is passionate about her role and has worked hard with staff to support their professional development. As a result, the quality of care provided for children is good, and staff morale is positive. The manager has reviewed the routines to improve staff deployment and interactions for younger children. For example, staff offer a rolling snack and adapt the care routines so as not to interrupt the learning opportunities.
• Staff read stories with enthusiasm, and children enjoy looking at books independently. The children excitedly re-enact stories, which stimulates their imagination and encourages their communication and language development. For example, children excitedly create cakes and drinks in the role-play area after listening to 'The Tiger Who Came for Tea'.
• Children have good opportunities to develop their understanding of the wider world. For instance, staff take children out in the community to experience the world around them. Children benefit from 'welly walks' where they visit the local church and shops, to help broaden their experiences.
• Children display high levels of enjoyment as they play and learn. They are confident to explore the environment, both indoors and outdoors. Children have the freedom to make their own choices and follow their interests. They enjoy running, climbing, jumping and playing with their friends. They have opportunities to use their imagination. For example, Staff support their communication skills by encouraging them to talk about what they are doing and join in with their role play of going 'shopping' outside.
• Children with special educational needs and/or disabilities are supported well. Staff have a good knowledge of the children and their needs. Staff liaise closely with parents and other professionals and provide one-to-one or small-group sessions to focus on children's individual targets. These support children to catch up in their learning and have early input to help their specific learning needs.
• Overall, children develop their independence skills well. For example, they feed themselves at mealtimes and use knives to butter their toast. However, some staff step in too quickly and help with tasks that children can do for themselves, such as pouring water and opening items of their lunch. This does not offer the best possible encouragement for children to confidently practise these skills.
• Staff talk to children as they play. They introduce words that help children to build a wide vocabulary. Staff are eager to help children to learn and develop their ideas. They ask children a lot of questions, but at times do not give children long enough to think and formulate a response.
• Parent partnerships are strong. Parents speak highly of the care and education their children receive. They commend the staff for their hard work and support for their children's progress. They comment on feeling fully informed through verbal communication and the mobile application.

What the setting must and should do next

The provider should:

• support staff to promote children's independence and self-care skills more effectively and consistently
• give children more time to think and respond to questions being asked.