Britwell Baptist Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive full of enthusiasm and are keen to start their busy day at this pre-school. They understand what is expected of them and settle quickly.

Staff use their extensive knowledge about each child to organise a stimulating learning environment based on children's interests, abilities and needs. Children happily search for their friends and then together they choose what they want to play with. For example, children use their imaginations to create a variety of toppings for their 'pizzas' that they make with play dough.

Children's thinking is continually enhanced by highly enthusiastic staff who skilfully suppo...rt them to think about making healthier toppings. Children delight in showing everyone their creations, showing high levels of self-esteem and pride.Children behave very well.

Staff have high expectations for children's behaviour. They swiftly support those who may need reminders about the rules that are in place, such as remembering to walk indoors. Staff support children to manage their self-care needs effectively.

They encourage children to persevere when attempting tasks for themselves, such as when they try hard to wash off mud and paint in between their fingers after they finish exploring.Staff skilfully provide children with ample opportunities to practise and revisit activities that support their developing physical skills. For instance, children use paintbrushes to make controlled marks with paint on the garden patio.

This helps to strengthen the small muscles in their hands. Leaders use additional funding to offer new experiences, such as regular dance classes run by an external teacher. In this way, children develop increasing levels of stamina and flexibility.

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

The manager accurately identifies priorities for children's learning and development. She successfully supports staff to place a strong emphasis on improving children's communication, concentration and social skills. Staff show sensitivity and compassion when helping children understand their emotions.

Children follow staff's good example and recognise when their friends are a little sad. They decide to share a book with them to make them feel happier. This clearly shows children's developing understanding of how their actions can support others in a positive way.

Staff support children effectively to think through challenges in a logical way to help reach their desired outcome. They encourage children to test out their own ideas and adapt their thinking if things do not work out. For instance, staff challenge children to create a feeding area for birds in the garden.

Children draw on their existing knowledge of what birds eat and collectively think of natural items they can use. Staff intervene at appropriate times to help children think carefully about the best containers so that birds can reach the food easily.Staff strongly promote children's love for books.

They carefully choose and share books that enhance children's interests and language experiences. Staff read stories with expression and bring them to life by using different voices for the story characters to keep children engaged. Children's interest in books is evident when they regularly choose to sit and look at their favourite books together, using the pictures to help them remember the parts of the story.

The special educational needs coordinator ensures that staff, parents and external professionals work collaboratively. She is instrumental in overseeing targeted interventions for children with special educational needs and/or disabilities. For example, staff teach children with speech delay how to communicate their wants and needs by using different signs.

These personalised programmes successfully help to address gaps in children's learning.Staff feel valued and supported. They say the manager knows their strengths well.

The manager carries out supervision discussions and ensures that staff complete mandatory training. However, she does not always recognise when to offer specific training opportunities to build on staff's professional development.Staff prepare children well for their eventual move to school.

For example, children show impressive social skills when they talk to new visitors. Leaders recognise the importance of sharing key information about children's development and needs with other professionals to support their school transition. However, this is not yet fully established, including for children with special educational needs and/or disabilities.

Parent partnership is strong and highly successful. Staff keep parents well-informed of their children's day at pre-school. They work closely with parents to promote children's learning.

For example, staff apply strategies similar to those used at home to support children's emotional needs. Parents are highly complimentary about staff and praise the close bonds they form with children. These relationships help children feel safe and secure.

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 further improve the quality of the early years provision, the provider should: nidentify training opportunities to consistently build on staff's professional development to further enhance their teaching skills strengthen the sharing of key information with other professionals when children go to school to help them settle.