Enchanted Wood Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are warmly greeted at the door by the manager and practitioners.

They demonstrate they feel safe and secure as they confidently enter the setting with a practitioner. Children develop close bonds with their key person, who knows them well. They assess children's progress and provide tailored support and activities to meet their needs.

Practitioners have high expectations of children's behaviour and achievements. They are positive role models for what is expected. Children demonstrate exceptional behaviour and great levels of respect towards others.

They show kindness by sharing resources. For example,... children problem solve by dividing a large piece of dough between their peers, so that they can all join in the activity. Children show high levels of self-control, and they persevere when they encounter difficult situations.

Children enjoy being at pre-school. They show curiosity in the environment and happily interact and investigate with peers. Children are encouraged to make their own choices and are provided with endless opportunities to be independent throughout the day.

For instance, children can access and self-select resources around the setting and choose whether to play inside or outside.

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

The provider and manager pride themselves on the curriculum they offer. They carry out research and training to support its effective implementation.

Practitioners provide children with a range of resources, including those that are natural, real and open ended. This helps children to develop their imagination and lead their own play.Children show an excellent attitude to learning.

They eagerly delve into activities and take on new challenges. Practitioners are at hand to help children test out their ideas and to support less confident children.Routines and activities are planned and adapted to ensure all children are included and have equal opportunities to learn.

Children interact enthusiastically with practitioners; they discuss what they are doing and encourage others to join in. Children are happy to talk to visitors. They show them their artwork and share their ideas.

Practitioners effectively teach children how to stay safe and manage risks. For example, when using the fire pit, children demonstrate a high level of understanding when following the rules and discussing the risks with each other.Most children develop a wide vocabulary in the language-rich environment.

Practitioners ask effective questions, listen to children with interest and repeat and comment on what they are saying. This values children's thoughts while extending their language.Practitioners support children who speak English as an additional language well, overall.

For example, they use key words in the children's home language to help them to settle and communicate. However, this is not consistently used and can hinder some children from developing an even more complex vocabulary.The special educational needs coordinator (SENCo) and the manager work in partnership with parents and other professionals to support the individual needs of the children.

The manager identifies possible gaps in development and effectively supports children and their families. For example, after observing the impact of the COVID-19 pandemic on children's speech and language development, the manager created interactive sessions for parents to attend with their children while waiting for support from other agencies.The SENCo works closely with practitioners to provide the necessary support to help children to progress well and achieve their next steps.

This helps children with special educational needs and/or disabilities make good progress.The provider and manager are committed to practitioner's continuous professional development and actively encourage them to achieve their goals. Practitioners are passionate about their work and feel supported.

This helps them to deliver a high quality of teaching.Parents and carers praise the manager and the team. They speak highly of the support given for their children's speech and language development.

Parents and carers are kept informed about their child's development and receive daily feedback about their child's day.

Safeguarding

The arrangements for safeguarding are effective.All staff have a good understanding of how to safeguard children.

They are confident to follow the correct procedures should they have concerns about a child's well-being. All staff attend training and safeguarding is discussed regularly in team meetings. Strategies, including quizzes and scenario questions, are used to strengthen their knowledge further.

The provider implements robust recruitment measures to ensure staff are suitable to work with children. All staff receive a rigorous induction programme to make sure policies and procedures are understood and followed.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make even greater use of children's home languages to further support them in developing more complex vocabulary.

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