Wenhaston Acorns Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive at the setting keen to begin their day.

Staff greet parents and children at the gate and bring the children into the setting. Children follow routines, which begins with registration. They are happy at the setting and are fully engaged in their play most of the time.

When children do become fidgety, staff are quick to support them to engage once more. Since the last inspection, staff have made improvements and now support children well to develop and extend their communication and language skills. Staff base questions on children's interests and home lives, supported by photos, which enhances their memory ...and recall of events, giving children the opportunity to hold meaningful conversations.

Children are busy in their learning. They know the staff well and frequently approach them to ask questions and hold conversations. Staff spend time with the children, describing what they are doing and asking questions.

Behaviour is good, and children show that they care about each other. Children sit patiently while waiting for their lunch. They hold conversations with their friends, which is enhanced by staff asking questions.

Children understand rules and routines. They work together and listen well to staff. Children demonstrate independence when washing their hands ready for snack and lunch.

Staff remind children to wipe their own noses, encouraging them in their self-care.

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

The provider has allowed the first-aid qualifications of all staff to expire. This is a breach of the requirements.

However, the impact on children is minimal, as staff have attended paediatric first-aid training in the past, and arrangements are in place for staff to attend an approved first-aid course imminently, to renew their qualification.Since the last inspection, staff have developed their interactions with children. Staff narrate what children are doing and get down to the children's level.

They add commentary to children's actions, saying, 'You have your hat on.' Staff ask open-ended questions and extend children's mathematical thinking. For example, staff ask children how many more plates are needed to set the table.

As a result, children are developing problem-solving skills.The manager plans experiences for children beyond the setting, such as a trip to a local lorry park. This extends children's learning about their community.

Staff know children well and base learning on children's interests. Activities are chosen to encourage children to explore independently. This allows children the freedom to create their own learning.

Some children attend other settings, and relationships with these settings have been established. However, information about children's progress and development is not yet shared. As a result, a collaborative approach in not in place to support children's learning when they attend more than one setting.

Parents comment that children are happy to come to the setting. However, they say they are not always aware of what their child is learning. Some parents have not been inside the setting, so they are not familiar with the learning environment.

The manager arranges termly visits for parents but has not considered how to reach those parents who cannot attend these.Children kindly share resources, such as a rolling pin, while playing with play dough.The manager has reflected on the environment, visited another setting, and worked with the local authority to give children more opportunities to freely select resources.

Outdoors, there is a new canopy, so children have shelter and shade.Staff develop children's understanding of nature. Exploration of crocuses in the garden provides new knowledge, and linked creative activities embed learning for children.

The manager plans in the moment and reflects on learning opportunities for children. For example, when children discover that their boots make patterns in the sandpit outside, rolling pins are used with play dough to continue making patterns inside.The manager has developed relationships with the host school and has a more positive relationship with the headteacher.

However, she would like to build on this further to support children's transitions to school.Supervision meetings have begun to support staff practice. The manager is aware of the areas that staff are less knowledgeable about.

She has plans in place to support staff's ongoing professional development in order to further improve the quality of practice.

Safeguarding

The arrangements for safeguarding are effective.The manager is the safeguarding lead, and staff know to go to her with any concerns about children they may have.

The manager has good knowledge of the local authority referral procedure should she need to make a referral. Staff are aware of the signs and symptoms of abuse and are quick to refer to the manager with concerns. Safeguarding concerns are recorded and discussed with parents if appropriate, and pre-existing injuries are documented.

Staff know where to go should they require further knowledge of safeguarding procedures and policies.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that there is at least one member of staff on the premises and caring for children at all times who holds a valid paediatric first-aid qualification.31/03/2023 To further improve the quality of the early years provision, the provider should: strengthen relationships with parents and other agencies to promote a collaborative approach to children's learning nimplement the plans in place to develop staff's knowledge and understanding in areas where they are less knowledgeable.

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