Young ones early years

What is it like to attend this early years setting?

Children arrive at the pre-school keen to explore the activities and resources staff have set up for them. They enjoy doing exercises to wake up their bodies for the day ahead. Staff show children how to find their heartbeat and feel how it changes after exercise. Children talk about how exercise makes them feel hot. They know they need to help themselves to a drink of water before they go off to start their day at pre-school.

With support from staff, children investigate how magnets work. They seek out items in the room that will attach to a magnet. Staff talk to children about metal, plastic and wood. They explain that metal is magnetic. Staff do not shy away from using complex words with children. They explain what words mean to extend children's vocabulary and develop their understanding.

Children learn how to use tools, such as knives and scissors, safely. Staff show them how to carry scissors correctly. Children who are chosen by staff to prepare the snack proudly wear aprons and hats. They know that doing this and washing their hands help to protect other people from germs. Children who prepare the snack learn from staff how to safely use a knife to cut up peppers, apples and tomatoes. Throughout the activity, the staff member talks to the children about the benefits of eating fruit and vegetables.

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

• Managers and staff all know what they want children to learn during their time at the pre-school. Staff have support from the manager to develop their professional knowledge. They apply what they learn to extend children's learning. Staff have the skills they need to help children to make progress.
• Staff make sure that everyday experiences help children to build up their independence. For example, two-year-old children know where to find their coat and wellington boots for outdoor play. Staff support them to put on their coat and boots. Three-year-old children put on their own coat and boots, although some still have support from staff.
• Staff use outdoor play to support their aim for children to gain confidence in themselves and learn how to work together. Staff use crates, wooden planks and tyres to create balance beam circuits. Children work together to change the position of the planks and introduce different challenges, such as walking down a slope. Staff are on hand to offer advice on how to balance on the planks. Children use different methods to navigate the course. They walk sideways, hold their arms out to the side or walk as if on a tightrope. As they grow in confidence and skill, they change how they move around the circuit.
• Children behave well in the pre-school. The staff have routines and rules in place to help children to play and learn in a safe and happy environment. Children follow the rules and routines. With the help of staff, they are developing an understanding of why we have rules. For example, when children use tweezers to pick up cake sprinkles, they know they must not eat the sprinkles. Staff explain that the sprinkles have germs on them because people have touched them with their hands.
• The manager works in the pre-school alongside staff. She is a strong role model and staff follow her lead. They spend time talking to children, asking questions and modelling how to write letters and numerals. Occasionally, staff do not name objects they are talking to children about, so children do not benefit fully from the discussion. Staff do not think about where children sit when they model how to write a letter or numeral. Consequently, children do not see how to write these correctly themselves. At times, staff do not show children how to hold their pens to have better control when they are making marks.
• Staff show interest in children's life away from pre-school. They incorporate what they know about children into the learning opportunities children have. Children learned about places that some of their friends have visited to see their family. Pre-school children take part in local activities, such as art projects. Staff also introduce experiences such as den building, to support children's communication skills and their ability to work as part of a team.

What the setting must and should do next

The provider should:

• increase staff awareness of how they can better support children to learn good habits when speaking and writing.