Beresford Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the nurturing and inclusive pre-school happy and enthusiastic to start their day. They confidently say 'goodbye' to parents and/or carers and are able to immediately engage in a range of exciting activities.

Children with special educational needs and/or disabilities (SEND) are supported very well. Leaders carefully consider ways they can use additional funding to meet the needs of those children who are eligible. For example, children who are learning to share and take turns are able to use large sand timers so they can visually see how long they need to wait.

Children are provided with ample opport...unity to develop early literacy skills. They show delight in their attempts at mark making and writing their names. Staff support this by reading with children and helping them to create storyboard books.

For example, staff use the story 'The Very Hungry Caterpillar' to support children in sequencing their own story. Children are enthusiastic to share their books with the staff, and proudly display them in the book corner for others to enjoy.Children have the freedom to take part in activities that interest them.

Children relish playing in the well-equipped digging area. They use resources such as spades, plant pots and seeds to grow their own plants. Staff are good at supporting children's mathematical development as they play alongside them.

For instance, when children park their bikes, they learn how to match the number on the bike to the numbered parking space.

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

The manager and staff understand the impact that the COVID-19 pandemic has had on children's speech development. They place a high priority on supporting children's communication and language skills.

However, staff do not always make the most of all opportunities to fully enhance children's speech development. For example, during routine activities, such as snack time, staff tend to take a supervisory role rather than using this opportunity to engage children in conversation.Children have opportunities to use technology in the setting.

For example, they have access to cameras and a laptop with pre-loaded games. However, staff do not fully consider ways that they can help children to gain a clear understanding of how to keep themselves safe.Staff are positive role models.

They are kind, caring and form secure attachments to the children. During activities, staff get down to the children's level and actively engage and play alongside them. For example, when children play in the mud kitchen, staff play alongside them to help extend their learning and imaginative play.

Staff encourage children to think about the resources they need and the steps they need to take in order to make tea.Staff work effectively with other professionals involved in children's care. The manager plans a curriculum that is inclusive and supports all children and their individual learning needs.

For example, she works with schools to start the transition early for those children with SEND. This ensures those children are emotionally prepared for the next stage in their learning.Parents report positively on the good relationships they establish with staff.

They feel staff are very inclusive and family orientated in their approach. Parents feel that communication is excellent. They receive regular updates about their child's development, and ideas to support continued learning at home.

Parents of children with SEND are particularly pleased with how well staff support their children to achieve.The newly appointed manager has high expectations for the pre-school. She provides effective coaching and mentoring for staff.

For example, she allows staff opportunities to reflect as a team on what they have learned when they attend training. They consider ways they can use this learning to enhance the quality of the provision. Staff talk positively about the support they receive and are motivated to continually improve their knowledge and practice.

Children behave well and respond positively to the rules and boundaries. Staff use sign language and pictures to help children learn how to regulate their emotions and feelings. Children are beginning to learn how to manage conflicts themselves.

Overall, children gain a good understanding of why it is important to lead a healthy lifestyle. They benefit from plenty of fresh air and challenge themselves physically on climbing equipment and obstacle courses. Children enjoy a range of healthy snacks.

They understand the importance of drinking water to stay hydrated after physical exercise.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand how to identify the signs and symptoms that could indicate a child is at risk.

This includes wider issues relating to the 'Prevent' duty and radicalisation. They fully understand how to report concerns relating to children's welfare. All staff regularly update their knowledge through training and quizzes during staff meetings.

The manager provides a safe and secure environment for all the children, and staff are deployed well. Staff are trained in paediatric first aid and know how to deal with accidents and injuries in the pre-school.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to make use of all opportunities to help children develop their speech and language skills consider ways in which children can gain higher levels of understanding about keeping themselves safe when using the internet.