Yukon Tots & Preschool

What is it like to attend this early years setting?

Staff and children in this pre-school speak many languages. Staff are multilingual, which enables them to communicate with children in their home languages and English. This meets the diverse needs of the local community. Staff create a welcoming and inclusive environment for all children. This helps children to settle quickly when they arrive in the morning. Staff are attentive to children. They supervise and play with children well. Children are happy and feel safe. Overall, staff promote children's good behaviour. Children learn to use polite words, such as please and thank you, while interacting with adults.

Staff develop a balanced curriculum that supports all children to make good progress. They offer children a wide range of learning experiences they might not have elsewhere. For instance, staff make pancakes with children, teaching them how to mix ingredients. During group times, children of different ages sit together and show good listening skills. Staff enthusiastically sing nursery songs and rhymes with children. Children join in by singing along and copying the hand gestures. Even the youngest children in the group look on and clap their hands to show their enjoyment. Staff motivate children to learn and play.

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

• Leaders are highly experienced and knowledgeable about child development. They have a strong understanding of the needs of families in the local community. Leaders use this knowledge to support all children, especially those who are vulnerable and come from disadvantaged backgrounds.
• Leaders assist staff in observing and monitoring children's progress. They use the information they collect to offer an ambitious curriculum. Staff organise group sessions specifically designed to help children, including those who speak English as an additional language, gain the skills for their future education. Children make good progress from their starting points. However, staff do not always allow children enough time to process information and respond to questions. This hinders their ability to encourage children to share their thoughts and ideas effectively.
• Children have regular opportunities to be active. They enjoy playing outside, stretching their arms and legs to warm up. Children take delight in group games, which is demonstrated by their smiles and laughter. Children also learn to catch and throw balls. These activities promote children's emotional and physical development.
• A strong partnership with parents and carers is a key strength of this pre-school. Parents are extremely pleased with the service provided, particularly how staff communicate with them. They describe staff's approach as 'flexible', and many parents sum up their experiences with comments, such as 'It feels like a family here'. This strong collaboration between parents and staff contributes to children's positive attitudes towards the pre-school.
• Leaders evaluate their practices rigorously. They also involve parents in the setting's self-evaluation process. After reviewing their practices, leaders plan to create a larger area for children to develop their early writing skills in preparation for school.
• Overall, children behave well. They learn to follow instructions. However, staff do not clearly explain to children about the expectations for their behaviour. For instance, when children run indoors or snatch toys, they do not explain the consequences of their actions on themselves and others.
• Staff teach children to become independent learners. They encourage them to manage their personal needs, including toileting. Children demonstrate their independence skills as they put on their coats for outdoor activities.
• As part of staff's curriculum, they organise various outings for children. These include trips to the local library, farms and amusement parks. Children gain confidence in exploring their surroundings. These rich experiences add to children's understanding of the wider world.
• Staff feel highly supported by their leaders. They have opportunities to gain higher qualifications to strengthen their knowledge of child development. Staff receive regular supervision sessions and have access to professional development opportunities. For example, training focused on supporting two-year-old children has improved staff's ability to meet these children's needs more effectively. This, in turn, contributes positively to children's outcomes.

What the setting must and should do next

The provider should:

• develop ways to give children enough time to process information and respond to questions, so they can fully share their thoughts and views
• use opportunities that arise to raise children's understanding of the impact of their actions on themselves and others.