Beaufort Community Association Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive confidently and staff greet them warmly.

Staff teach children the golden rules, such as using 'indoor voices' and 'walking feet', and children recall these rules during circle time. However, staff do not consistently support children to follow the rules. For example, on occasion children use raised voices and run inside the nursery, and staff do not intervene.

This results in children repeating this behaviour and in other children copying it, which distracts from their learning.Staff know their key children well and plan activities to nurture their interests. However, some staff do not have a good understa...nding of the curriculum, including the expectations of children's development before they move on to school.

This means that they do not always provide appropriate challenge to ensure children make good progress, particularly in their language development. Some staff interact with children in a way that promotes their communication skills. For example, they add new words to extend children's vocabulary and repeat unclear speech to help children learn how to pronounce words correctly.

However, some staff do this less effectively.Children learn how to keep themselves fit and healthy. They enjoy plenty of fresh air and exercise.

Staff teach children about the benefits of a balanced diet. For example, as children eat their lunches staff talk to them about which foods are good for them and which ones to eat in moderation. Staff nurture children's independence well.

Children learn to take responsibility for small tasks to develop their self-esteem. For example, children wash up their own plates after eating.

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

The manager plans a curriculum which focuses on developing children's personal, social and emotional skills.

Some aspects of this are well delivered by staff. For example, they support children to play cooperatively, and children demonstrate that they can build relationships with others and persevere in the face of challenge. However, some staff do not have a good understanding of the curriculum, which means that they are unable to support and challenge children's learning effectively to help ensure children make the progress of which they are capable.

Some staff engage in high-quality interactions with children and model a wide range of words as children play. For example, staff use the word 'chrysalis' as children explore an activity linked to 'The Very Hungry Caterpillar'. However, other staff speak too quickly and do not give children enough time to consider and respond to questions.

This means they are not modelling effective communication to promote children's language development.The special educational needs and disabilities coordinator has a good understanding of her role and responsibilities. She works closely with staff and parents and makes appropriate referrals to obtain extra support when needed.

The pre-school uses any additional funding appropriately for the intended children.Staff teach children about the world around them. Children talk with excitement about the life cycle of a butterfly as they watch the caterpillars grow in the pre-school.

They learn how to care for the environment and the living things that they find in the garden. For example, when children find a bee, staff help them to find a safe space for it.Staff support children to take care of their own personal needs to build their confidence and self-esteem.

For example, they encourage children to wash their own faces in front of a mirror after eating. Children show pride in their achievements and happily tell adults that they have put their own lunch boxes away.The manager models effective support for children's behaviour.

However, when children do not follow the rules, other staff do not always intervene appropriately to help children learn to manage their own behaviour. For example, when children run around outside with sticks, which presents a risk to other children, staff tell children to stop but do not explain why. This means children do not learn the potential consequences of their behaviour, and repeat it.

At other times, staff use a singsong voice when reminding children to follow the rules. This gives mixed messages and means children are not clear about what is expected of them.The manager builds strong relationships with children's families to help ensure continuity of learning.

For example, she helps parents to access the family hub for parenting advice and support. Staff encourage parents to borrow home learning bags targeted to support them in areas they are finding challenging, such as cleaning children's teeth. Parents speak very highly of the manager's flexibility and the kindness of all staff.

Safeguarding

The arrangements for safeguarding are effective.There is 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, the provider must: Due date develop staff's understanding of the curriculum to enable them to build effectively on what children already know and can do, with particular regard to communication and language development 04/06/2024 ensure that staff are consistent in their expectations of children's behaviour so that children are clear about the rules and learn how to manage their own behaviour for themselves.

04/06/2024