Young World Pre-School

What is it like to attend this early years setting?

Children arrive eager to start their day at this nurturing pre-school. They know the routines very well. They hang their coats up and change into their plimsols. This helps promote children's independence from the outset. Staff take the time to get to know the children and families. This helps new children quickly settle in this friendly pre-school. Children demonstrate they feel safe and have a good sense of belonging as they talk about their morning with the staff.

Staff provide opportunities for children to develop their imaginations. For example, children enjoy the role play area, pretending they are shopkeepers. Staff play alongside and follow children's ideas. For instance, children giggle as staff dress up in floppy hats when they pretend to be customers. Furthermore, staff plan regular trips for children in the local community. They visit local woodland to search for 'Stickman', a character from a familiar story. These experiences help children make sense of their world.

Overall, staff have high expectations for children's behaviour and mostly promote this effectively. They encourage children to use good manners and model how to take turns during activities. Children develop positive relationships and generally behave well.

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

• Children are supported well to develop a love of books. Storytelling is used to extend children's language as they talk about what words mean and expand their vocabulary. For instance, as children explore books about space, staff introduce words such as astronaut and planets. Staff are skilled at capturing children's interest in stories. They encourage children to make predictions about what will happen next. This helps prepare children well for the skills they need for school.
• Overall, leaders and staff have designed a well-sequenced curriculum. They have a good understanding of what they want children to learn and why. Staff plan the environment based around children's interests. For example, children concentrate as they use magnifying glasses to look at toy insects. Staff use these opportunities to weave in learning opportunities. For instance, children confidently count to 10 and beyond. However, staff do not always plan purposeful activities to extend younger children's learning. This means they do not always benefit from the staff's good teaching to meet their next steps in learning.
• Staff promote children's health well. They provide guidance for parents to help them understand what makes a healthy snack. Children wash their hands before they eat and are encouraged to develop healthy eating habits, such as having their savoury food first. Staff plan dance sessions outdoors. This ensures that children have regular access to fresh air and exercise. This promotes their good health and well-being.
• Leaders support the professional development of staff well. For instance, staff have recently completed training on how to support children with special educational needs and/or disabilities (SEND). This helps staff use strategies to promote children's learning and development.
• Mostly, staff support children to understand their behaviour. However, on occasions, staff do not explain to children what they expect from them and why. This means that children do not always get guidance to help them understand their emotions.
• Parent partnership is good. Staff share a wealth of information through daily discussions and written assessments. Parents say that they appreciate the daily communication that staff have with them about what their children have been learning. This helps them extend their children's learning at home.
• All children, including those with SEND, make good progress from their starting points. Leaders work closely with other professionals to ensure that children with SEND receive tailored support for their individual needs.
• Overall, leaders are committed and have a clear vision for providing high-quality, inclusive care and education. However, they have not notified Ofsted of a change of manager. The provider has notified Ofsted of other significant events and now has a good understanding of when to make notifications to Ofsted. There is no impact on children's safety and care. For example, leaders follow a robust process for recruitment and suitability of staff and so there is no impact on children's safety and care.

What the setting must and should do next

The provider should:

• improve the planning and implementation of adult-led activities to target younger children's next step in learning
• strengthen staff's behaviour management strategies to support children to understand their behaviour and emotions.