Glenfall Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy. They separate from their parents confidently when they arrive and are keen to go in to play at pre-school. Staff are kind and welcoming.

They provide activities and resources for children to access and children make their own choices about what they would like to play with. However, activities are not consistently well matched to children's individual learning needs. Although children have a nice time, they do not receive the challenge that they need to support them with their learning further, as the curriculum is in the early stages and is not implemented well.

Children form good friendships within t...he pre-school and they are confident at including others in their games. For instance, during imaginary play with the toy first-aid kit, children work together as they eagerly use the adults as their patients and enjoy bandaging them up.Children form strong attachments to the staff, as staff take time to get to know them and to learn about their interests.

This helps children to feel safe and secure. Staff have worked hard to set clear routines and consistent expectations for behaviour and, as a result, children behave very well. They listen, follow instructions and know the routines.

At tidy-up time, children are keen to help to put the toys away to prepare for their snack time, and they rush to the carpet for songs.

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

Since the last inspection, the manager and staff have made a number of changes across the pre-school which are beginning to be implemented to improve experiences for children. Staff now ensure that they deploy themselves well to supervise children effectively in all areas of the pre-school.

The manager and staff have a good understanding of the procedures in place to keep children safe and to report any concerns that they have about children's welfare.Staff know the children well and they are aware of what children need to learn next. However, the curriculum is still new and staff do not consider how to support children's learning needs effectively.

They do not have a clear idea of how to implement their curriculum or consider the purpose of their activities. Therefore, children do not consistently receive the level of challenge that is appropriate to their needs.Staff play alongside children and show interest in what they are playing with.

However, staff do not consider how they can use these interactions to support children's language development further. Staff play quietly with children and do not recognise where they can introduce more vocabulary and ask children more questions to encourage their use of language.Partnerships with parents are strong and well established.

Some of the parents are actively involved through their roles in the pre-school committee. The manager and staff have good relationships with the parents. They work closely with them to share information about what children have been playing with and what their interests are.

Parents say that they are happy with the pre-school and they are well informed about their children's learning.Staff support children to have healthy lifestyles. Children have lots of opportunities to have fresh air and exercise.

They enjoy being outside exploring the garden area. Children develop their physical skills as they dig mud and collect water to make their own 'porridge'. Children learn about germs and how to keep themselves healthy through good hygiene practices.

Staff provide good support for children with special educational needs and/or disabilities. They work closely with children's parents to gather detailed information about children's routines and care needs. Staff arrange home visits to meet with children and their families in their own environment to help to build secure relationships and children's confidence.

The manager and staff work closely with the host school and other professionals to create a shared approach to children's care and transitions. They recognise the importance of supporting children with their move on to school. They arrange visits and take part in events so that children are familiar with the school environment.

Children excitedly talk about starting school.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have improved their understanding of their roles and responsibilities to safeguard children.

They now understand how to act on and report concerns that they have about children's welfare. The manager and staff all have a good understanding of how to identify when a child may be at risk of harm. They carry out risk assessments of the environment to ensure that children are safe as they play.

The manager follows safer recruitment procedures to check that staff are suitable for their roles.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date develop the implementation of the curriculum to provide appropriate challenge for each child, engage them fully in activities and extend their learning further 31/05/2023 provide more support and encouragement to develop children's communication and language skills.31/05/2023 To further improve the quality of the early years provision, the provider should: develop the organisation of group activities to ensure that all children are able to participate.

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