Beauchief Pre-school

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and quickly become occupied in a wide range of activities that are well presented and easily accessible. They sit and listen to a story read by a member of staff.

The children's interest is captured by the reader's voice, visual prompts and familiarity with the story. They look at the illustrations and show that they are following the story as they answer questions about what is happening. Children complete a task on a tablet.

They match shapes to build an animal and enjoy guessing with each other what it is. There are high expectations for all children to make good progress, particularly in commu...nication and language. Staff find and use different ways to communicate effectively with all children, including those who speak little or no English.

For example, they use simple words and sentences to describe what children do. They also use sign language and re-emphasise words such as 'push' and 'slide'. This helps to support children's understanding of what is happening and what is being said.

Children are well behaved and their interactions with staff show that they feel safe. For example, they seek out a member of staff for comfort and reassurance when they are upset or in need of help.

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

Children proudly show staff their artwork and examples of their handwriting.

They are happy to receive praise and are eager to answer the questions staff ask about their work.Staff hold regular discussions with parents about the progress their children have made and what they are to learn next.Children learn to consider others.

For example, when staff sensitively ask them to give their friends a bit more space and not to lean on them, they move a little and say sorry.Staff are well deployed. This ensures that children who need support, guidance or encouragement have someone nearby who they can rely on.

Staff are committed and work well as a team. They have a well-balanced workload that allows time for them to observe children's development. Staff use this information to plan well for what children need to learn next.

As a result, children make good progress.Teachers from the local schools that children are to join are invited to meet the children in the setting. Key persons share what they know about the children with the teachers to help them prepare for the transition on to school.

The communication link with parents begins on the first visit they make to the setting with their children. Staff ask parents about their child's development and personal well-being. This information is then provided to their child's key person to help them prepare for them starting.

Parents say that staff put a lot of time and effort into settling their children when the first start. They also say that they continue to bring their children because they feel the staff are nurturing, and their children look forward to attending.Children feel confident and secure.

For instance, they confidently show the inspector their work and tell her they have drawn crocodiles and written their name.Mathematical skills are developed well. Children sort toy bears by colour.

Staff show them how they differ in size and as children select all the blue ones, they begin to compare them.Children benefit from regular sessions with staff who focus on their individual learning needs, such as building their concentration, communication and language skills. Children are observed to enjoy this time and, although they are well challenged, there are also lots of happy giggles.

Leaders monitor the quality of staff practice, their teaching and the impact on children's care, learning and development. They also meet with staff to discuss their own development. However, there is too little focus on the professional development of staff to raise the quality of teaching even higher.

Children enjoy being outdoors, playing and learning about the world around them. However, staff have not fully explored how to enhance these experiences, particularly during the winter period.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, managers and staff attend regular safeguarding training. They demonstrate a good knowledge and understanding of safeguarding issues, including radicalisation and extremism. Staff know what to do if they receive an allegation against a member of staff, or feel a child is at risk.

This helps to keep children safe. The recruitment procedure is robust and helps to ensure that staff working with children are suitable to do so.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nexplore further professional development opportunities that focus more precisely on raising the quality of teaching and children's learning find ways to extend the outdoor experiences for children, particularly during the colder months, and help broaden their knowledge and understanding of the world around them.

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