The Ofsted report for a pre-school in Letchworth, where "leaders and staff create a captivating and fascinating environment that ignites children's curiosity and sense of discovery", has been published.

Early Birds Pre-School has retained its rating of outstanding in all areas from Ofsted, following the education watchdog's latest inspection.

Natasha Elliott, director - setting manager of Early Birds, said: "We are extremely proud of the outcome from our inspection.

"Our priority has always been for every child who attends Early Birds to be happy, safe, included and to reach their full potential, so we are delighted this was recognised during our inspection."

Read the full Ofsted report below.

What is it like to attend this early years setting?

The provision is outstanding.

Children are at the heart of this unique and inspirational setting. Leaders and staff create a captivating and fascinating environment that ignites children's curiosity and sense of discovery. Children arrive with a big smile on their face, wave their parents goodbye and quickly become engrossed in this enriching learning provision. Staff provide meaningful opportunities for children to decide what they would like to access and explore next. For example, children are very inquisitive to explore snails. They hold them gently in their hands as staff prompt them to observe their distinctive features. Staff engage children in very detailed discussions about what snails look and feel like, while guiding them to be soft and caring towards all living things. This helps build on children's understanding of the world while extending their learning experiences.

Staff are incredibly warm and supportive. They have very high expectations of children, whose behaviour is exemplary. Children rise to the challenge exceptionally well and confidently understand the setting's routines and boundaries. For example, at snack time, staff encourage children to make their own healthy choices. As a result, children feel empowered to also assist with cutting their own fruits and vegetables to become positive and independent learners. Nurturing staff value children's achievements and praise them for their efforts. Their work is proudly displayed across the setting. This helps children feel involved and appreciated during their time at this setting, building on their confidence, self-esteem and emotional resilience.

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

  • Leaders have created an ambitious curriculum that is extremely well sequenced. All staff have a clear vision of what they want children to learn. They take into consideration children's interests, needs and abilities when planning a wide range of inspirational activities. Staff are exemplary role models and have caring relationships with all children. For example, children with special educational needs and/or disabilities (SEND) are supported to explore a wide range of sensory activities such as water play and making sounds with various utensils. Staff carefully adapt these activities and, as a result, children with SEND are fully included and make remarkable progress in their learning.
  • Tailored settling-in sessions and home visits mean that staff get to know the children very well. Staff value early intervention and ensure that children make rapid progress right from the start. They complete regular observations, assessments and next steps in children's learning that are shared with the parents.
  • Staff create fantastic opportunities for children to develop their role-play skills and literacy skills and strengthen their social interactions. In the garden, children have a great time re-enacting their favourite story about going on a bear hunt. Staff clearly demonstrate the actions and prompt children to become immersed in the narratives. Children skilfully hop, tip toe and splash in the water while completing the missing words from the story and repeating some refrains. Staff introduce new words, such as 'squelch' and 'stumble', and explain their meaning. This helps to enrich children's communication and language skills.
  • Children laugh and giggle with excitement as they jump around in the large puddle. They display high levels of energy and fascination as staff encourage them to balance on the uniquely built structures. This helps strengthen children's balance and coordination. Furthermore, staff prompt children to closely observe how rubber ducks float and count them out loud. This supports children's cognitive development and mathematical skills.
  • As children have great fun exploring mixing colours, knowledgeable staff encourage them to be creative and explore different mark-marking tools. Children use mashers to splash paint around and are fascinated by the patterns they create. Staff also support children to manipulate the tools with control to further develop their fine motor skills and dexterity.
  • Leadership across the setting is inspirational. Leaders create a supportive and positive culture for all staff. Their continuous commitment to ensuring all children receive the best start to their early education is embraced by all staff with passion and dedication. Staff benefit from robust training opportunities to keep their knowledge current and they receive focused supervision meetings. As a result, they feel valued, appreciated and involved.
  • Partnership with parents is exceptional. They feel very well supported and involved in their children's learning. Parents praise the progress their children make in their learning and appreciate all the fun and exciting activities that are provided, including the trips and outings.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.