Ymca Merstham Extended Pre School

What is it like to attend this early years setting?

The pre-school successfully captures a community feel and spirit, which is very much a large part of the setting's ethos. Children settle quickly and build strong bonds with staff members. Staff are good role models and help children to learn how to behave and manage their own feelings and emotions. Children are excited learners, who explore and investigate in their play and learning. They display high levels of self-esteem and growing confidence in their own abilities. Staff plan activities that help children to build on their own interests and encourage them to make their own choices in their play. For example, children accompany staff into the resource cupboards if they request their favourite toys or games. Staff take great pride in knowing each child well and in helping them to reach their potential. Staff use good risk assessments that keep children safe and secure at all times. Children have access to the indoor and outdoor learning environments throughout the day. This helps to keep children motivated and interested in their learning. Children have increasing levels of concentration and perseverance in tasks. They spend a lot of time emptying and filling containers with sand and exploring different textures and sensations in their play.

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

• The manager and staff closely monitor and track the progress children make in their development. They complete observations which help them to plan for children's future learning and to quickly identify any gaps that may require additional support. The manager and staff have worked closely to limit the amount of paperwork required, which has resulted in children having lots of one- to-one time with their key person.
• Children with special educational needs and/or disabilities and those who receive additional funding make steady progress. The manager and staff regularly share information with other professionals to provide children with specific targeted support. This helps children to have a joined-up approach towards their learning and development.
• Overall, parents speak highly of the staff team, how their children enjoy their day at pre-school and how quickly they have settled into the routines. However, current systems in place are not always effective in involving all parents, to ensure they feel valued and fully informed of their children's development.
• Staff successfully support children's increasing communication and language development. They take time to talk to children and encourage them to share their own thoughts and opinions. Younger children are supported to expand on their vocabulary and learn new words. Staff recognise the importance of children having access to stories and books to build on their early literacy skills. Children enjoy time in the community library to take books home to share with their family.
• Children have lots of time to be physically active and have access to fresh air and exercise. They are learning about managing risks in their play as they run, climb and calculate distance as they jump on small stepping stones. However, occasionally, staff do not organise themselves effectively enough in the outdoors, to use opportunities to extend children's learning further.
• The manager plans well for the professional development of her staff team. Through regular supervision meetings, staff are involved in identifying areas where they wish to increase their knowledge. The manager is undergoing training that she is sharing with the staff team to further support children's mental and emotional well-being.
• Self-evaluation is used well to continuously identify areas for improvement and change. The manager and staff have ambitious plans to create a 'sensory garden', which would help children to have many more outdoor opportunities in their learning. Staff are also keen to further support children's understanding of healthy eating and being even more independent in their own self-care.
• Children enjoy exploring with colours and shapes, they build 'pyramids' with cups and show increasing critical thinking and problem-solving skills. Children enjoy mark making and creating play dough shapes, which they decorate with glitter and use scissors to carefully cut into small pieces. This helps children to build on their small physical skills and abilities.

What the setting must and should do next

The provider should:

• strengthen systems for partnerships with parents, to ensure they continue to feel informed and valued in all areas of their children's learning and development
• organise staff more effectively, to capture opportunities to extend the learning of all children, particularly in the outdoor environment.