Angelface Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Leaders do not ensure that safeguarding policies and procedures are implemented consistently to keep children safe. As a result, not all staff understand fully the procedures they must follow.

This jeopardises children's safety.Leaders have a strong vision for the pre-school. They aim to support children to gain resilience and independence.

However, challenges in staffing have led to inconsistencies in how this vision is shared. For example, staff do not give children sufficient access to challenging learning opportunities. This includes those with special educational needs and/or disabilities (SEND) and disadvan...taged children.

As a result, not all children are well prepared for the next stage of their education.Staff get to know the children well. They build relationships with them and offer reassurance when children are upset.

Overall, children are happy and relaxed. However, staff do not have consistently high expectations of children. For example, they sometimes tell children 'no', when they ask to try new activities.

Staff do not always encourage children to make choices or explore new skills. As a result, children do not develop high levels of confidence and self-esteem.

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

Leaders do not always follow the procedure for checking the suitability of staff.

For example, Disclosure and Barring Service checks are not obtained for all staff. Background checks are not always obtained for new members of staff. As a result, the suitability of staff cannot be assured.

Leaders do not sufficiently support staff to implement the safeguarding policy. Procedures for checking all staff understand the pre-school policy lack rigour. As a result, not all staff feel confident about the action they must take in the event of a concern about children's safety.

Therefore, leaders cannot assure children's safety.The curriculum aims are to support children to have a go, experience setbacks and build resilience. However, opportunities for sharing this vision are not effective.

Staff do not share a common understanding of the curriculum. Children are routinely unable to make choices, challenge themselves and persevere. This limits children's emotional security.

Procedures for sharing good practice are not robust enough. For example, there are inconsistencies in how staff teach children the rules and expectations of the pre-school. Staff do not remind all children to share and take turns.

Opportunities for children to develop positive attitudes to learning are limited. Children are not able to take pride in their achievements and develop high levels of self-esteem.Leaders use additional funding well to help disadvantaged children to make progress.

However, they do not maintain sufficient oversight of how staff are deployed to support learning. For example, staff do not always give children, including those with SEND, the support they need to join in. Children's ability to develop the skills they need to be ready for the next stage of their education is limited.

Not all children are able to achieve their developmental milestones.Staff understand that some children need additional support to develop communication skills. However, staff do not always consider the language needs of individual children.

For example, interactions with some children are limited. Not all children, including children who speak English as an additional language, are able to hear and use new language. This limits children's ability to develop fluency.

Leaders make links with local partners, where required. For example, where children have gaps in their learning, they ensure that the right support is in place. Children receive expert help, where required.

Leaders and staff understand that it is important for children to learn about other people and communities. They support children to learn about differences by making strong links with their local community centre. They gain a respect for and understanding of other people.

Parents receive information about what their children are learning about at the pre-school. The staff provide them with regular updates. Parents report that this helps children to settle well at the pre-school.

Safeguarding

The arrangements for safeguarding are not effective.There is not an open and positive culture around safeguarding that puts children's interests first.

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 suitability checks are obtained for all staff working at the pre-school, to safeguard children 31/07/2024 ensure that the procedures for reporting safeguarding concerns are understood by all staff, to keep children safe 31/07/2024 ensure that all staff have a shared common understanding of the curriculum so that all children are able to develop emotional security 31/07/2024 ensure that all staff give children consistent messages to support them to understand the rules and expectations of the pre-school 31/07/2024 ensure that staff are deployed effectively to support all children, including those with SEND, to reach their developmental milestones 31/07/2024 ensure that good practice is shared so that all staff are consistently able to support children to develop communication and language skills, including children with SEND and those who speak English as an additional language.

31/07/2024