Carelovelearn At St Oswalds

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the setting happy and ready to learn. They meet familiar adults with smiles and cheerful greetings. Children are keen to start their day with a 'wake-up and shake-up' session.

They join in with gusto as they move their bodies to the music and copy actions. This helps to get children energised for their busy day ahead.There are a wide range of activities and learning opportunities available.

Children become immersed in their play, supported by interested adults who work at their level. Children develop secure attachments with their key persons. This helps give them the confidence they need to explore ...their inviting environment.

For example, children independently select activities, such as painting, which keeps them motivated and engaged. The children happily talk to the adults about their families and relate their home experiences to what they do in the setting. The children display good behaviour.

They follow the routine of the day and demonstrate positive attitudes by sharing resources and space.Following the COVID-19 pandemic, staff have identified gaps in children's communication and language. As a result, children benefit from lots of opportunities to develop these skills through stories, rhymes and songs.

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

Staff are highly attuned to the individual needs of the children. Children with developing attachments are invited to attend the summer-holiday club. This helps them to maintain strong connections with the pre-school staff.

The setting has excellent links with the primary school they are based in. This partnership working has helped to provide smooth transitions for children. For example, children moving into Reception are familiar with the staff and school environment.

Parents are full of praise for the staff. They state how they have seen their children flourish while attending the setting. For example, a parent commented that the setting has 'absolutely amazing staff' and that their child has 'really come out of their shell.'

Parents feel their children are confident and happy due to the support provided by the staff.Managers have a clear and ambitious vision for providing high-quality education to all children. However, the curriculum is not yet fully embedded and consistent.

For instance, staff are not always clear on how to plan and implement activities effectively. Consequently, not all learning opportunities build on children's prior knowledge.The leaders have highlighted areas for further development.

Following the pandemic, the provider had difficulty recruiting and developing the staff team.The leadership has made good recovery and has a team that is gelling well. Staff articulate that they feel supported by induction processes that the setting has in place and know who to ask for help or guidance if necessary.

This has a positive impact on the children.Children with special educational needs and/or disabilities are well supported. Staff support parents and make referrals for additional support quickly.

While waiting for external support, the manager ensures staff support children with strategies that meet their individual learning needs.Children benefit from lots of opportunities to develop their physical skills. They access the 'trim trail' and large playground during timetabled slots with the school.

Staff are good role models and have high expectations for children's behaviour. Children share and take turns during their play and staff praise children regularly. This supports children's understanding of being kind to each other.

The learning environment is set up to support children to make independent choices. However, there are gaps in the curriculum. This means children do not have opportunities deepen their knowledge during independent play.

For example, children have been exploring the story 'Room on the Broom', and opportunities to develop ideas are not available in the wider environment.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff are trained in safeguarding.

They are fully aware of what they must do should they have concerns about a child's welfare. Staff also demonstrate a good understanding of what to do and who to contact if there are concerns about any member of the staff team. The setting's safeguarding lead and school leaders work harmoniously to ensure children's safety and well-being.

Effective recruitment and induction procedures are carried out. This ensures children are cared for in a safe environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the sequencing of the curriculum to help build on children's prior knowledge and skills support staff to further enhance the quality of their teaching.

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