Using real-life situations to develop children’s skills

Information about the setting

Cylch Meithrin Crymych is a Welsh-medium setting. It meets in a self-contained cabin on the grounds of Ysgol y Frenni in the village of Crymych, in Pembrokeshire local authority. The setting provides education five mornings a week, between 9.00am and 11.30am during term time.

The setting is registered to admit up to 18 children at any given time, and admits children between two-and-a-half and four years old. At the time of the inspection, four of the three‑year‑old children receive funded early years education.

Nearly all children come from white British backgrounds and around half speak Welsh as their first language. There are currently no children with additional learning needs.

The setting employs three qualified practitioners, including the leader. The leader began in post in October 2006.

Context and background to the sector-leading practice

The welcoming ethos at Cylch Meithrin Crymych ignites a strong sense of belonging among the children. One of the setting’s strengths is that it has forged close links with various partners in the local area. This ensures that children have a sound understanding that they belong to a wider community, in addition to the setting’s community. Best practice identifies how the setting maintains a close relationship with the community to provide engaging and stimulating provision to develop children’s oracy skills, in addition to promoting their social skills and Welsh identity. This has an excellent effect on children’s wellbeing. Children are given regular opportunities to go out into the community, and members of the community are welcomed to the setting regularly.

Description of the nature of the sector-leading strategy or activity

Cylch Meithrin Crymych takes advantage of every opportunity to work with the local community. Forging this relationship is at the heart of practitioners’ planning. Practitioners make valuable plans to visit the village shops regularly, for example the bakery, the butchers, the health food shop, the electrical shop and the cafe. Children are given opportunities to ask for things and buy them. This also develops their oracy skills and their awareness of using money for a real purpose beneficially. Occasionally, sessions include visiting one particular place. For example, practitioners organised a visit to the bakery, where children learnt about the work that is done there, tested the produce, and baked and decorated cakes to take home. Practitioners take advantage of this golden opportunity to show children that many goods and services are available locally, and how buying locally promotes sustainability and is beneficial to their local area.

The setting visits other local services and businesses, such as the fire station, the first responder, the police and the health centre regularly. A notable aspect is the way in which the setting visits people who have links to the setting during periods of illness. This develops children’s empathy very well. A Christmas concert is held in the village chapel every year, and parents and the wider community come together to celebrate with the setting. The setting also maintains links during this time of the year by singing carols in the community, which enriches children’s understanding of traditions in a wholly relevant way.

Members of the local community are invited to the setting often. Effective examples of this are to conduct story, singing and craft sessions with Merched y Wawr and Clwb Gwawr, workshops with individuals from the fire service, and a visit from the lollipop lady to discuss road safety.

What impact has this work had on provision and learners’ standards?

The regular practice of providing rich learning experiences for children out in the community engages children’s enthusiasm exceptionally well. This work stimulates beneficial discussions, which enable practitioners to develop children’s oracy skills effectively and naturally. They are given excellent opportunities to develop their numeracy skills in real-life situations, for example by using money to buy fruit. Extensive use of the community and visitors makes children aware that they belong to a wider community. This enriches their understanding of their local area and the world around them exceptionally well.

How have you shared your good practice?

Good practice is shared in cluster meetings that are held every term within the authority. Practitioners are invited to visit the setting.