Brick by Brick

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children are exceptionally motivated to learn at this pre-school. They excitedly make decisions about whether to play inside or outside.

Children select from enriching resources. They are expertly guided in their learning by experienced staff. For example, children build a pretend school out of cardboard outside.

Staff encourage children to think about how they will build it and what materials to use. Children try hard. They concentrate and keep going, even when they find things tricky.

Children are extremely confident and resilient learners. Children rapidly learn new vocabulary. They use their imagina...tions as staff play alongside them.

For example, outside, children investigate real vegetables. Staff ask them questions and introduce new vocabulary, such as 'leek' and 'parsnip'. Children tell staff that the vegetables need sunlight and water to grow.

Children think about where to put the vegetables to help them grow. They develop a deep understanding of the world around them. Children are busy and deeply engaged in their learning.

They play for extended periods of time with staff and their friends. Children are excited to celebrate what they have made. For example, children make space rockets and think about what they are doing.

They have creative ideas of how to adapt their models. Staff encourage children to have a go and use their own ideas, praising them. All children are keen to learn.

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

The manager leads the pre-school in an inspirational way and constantly evaluates the resources to make sure that they are challenging for all children. The manager trains staff to ensure that all children's next steps in learning are identified. Staff use their knowledge of what children know and can do to meticulously plan activities that are ambitious.

All children are extremely well prepared for the next stage of their education.The manager and staff interact with children purposefully. They have an excellent knowledge of child development.

All staff deliberately select new vocabulary and teach this to children. Children make exceptional progress in their learning.Staff understand that some children need additional support with their learning.

They constantly adapt their teaching to enable all children to experience challenge. Staff meticulously assess the language children know and the new words they need to learn. All children, including children who speak English as an additional language, are exceptionally well supported.

For example, as some children pop bubbles, they learn the word 'pop'. Staff ask children questions, introducing new words, such as 'big' and 'more'. Children repeat the language which they have learned.

Staff support children to work together to solve problems. Children cooperate extremely well with one another and listen to each other's views. They learn to think about the feelings of others.

Children's behaviour is exceptional.The manager and staff develop children's critical-thinking skills in an inspirational way. For example, when making buildings, staff ask the children, 'Shall we use bricks or straw?' Staff interactions allow children to think about how to do things.

Children explore a variety of their own ideas. They are confident, resilient and motivated learners.Parents are overwhelmingly positive about their experiences of the pre-school.

They report that they receive regular and comprehensive reports. Parents meet frequently with staff to discuss their children's learning. They say that they have noticed their children's learning is accelerated.

Partnerships with parents are extremely strong. This helps parents to extend children's learning at home.Staff understand that it is vital that children learn about cultures within and outside the pre-school.

They know that this gives them a sense of the differences between people in the world. Parents are happy that they have been invited to share their own cultures within the setting. Staff regularly plan a variety of opportunities for children to learn about others.

Children learn respect for other people.Care practices are highly effective. Staff consider the specific needs of all children and work together with families to ensure that all children's needs are met.

Children learn to be highly independent. They are encouraged to think about how to keep themselves and others safe. For example, when children use big tools, staff remind children to be careful.

Staff ask, 'What would happen if we hit the window?' Children reply, 'It would be broken.' Children feel very safe and secure. They are ready to learn.

The manager is highly reflective of their practice and meticulously plans training opportunities for all staff, to ensure that their teaching skills continue to improve. For example, staff have recently completed an outdoor mark-making course. This helps them to extend opportunities for children to practise their writing and drawing skills outside.

The manager regularly undertakes supervision sessions with staff to review their progress. All staff are highly skilled at targeting the specific learning needs of all children.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have an excellent knowledge of safeguarding. The manager trains staff to understand and implement the safeguarding policy. Staff know the procedure to follow when recording and reporting any concerns.

They know the signs that children may be at risk of abuse and neglect. The manager and staff have a very strong understanding of a range of safeguarding issues. They regularly attend training to refresh their knowledge.

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