Brook House Farm Pre-School Centre

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and enjoy their time at the welcoming, homely nursery. Children build strong bonds with their key staff quickly as a result of the thorough and effective settling-in process.

This helps children to feel secure and make good progress from the outset. Staff plan enticing activities that are based around children's interests, such as camping role play with a tent and sleeping bags, based on children's holidays. This captures children's attention as staff extend and link their learning to build on what they know and can do.

Staff enthusiastically chat to children and spark excitement as they play. Childr...en enjoy and join in with familiar songs, which are repeated throughout the day. Children are chatty and confident.

They cheerfully approach visitors and include them in their play. Babies are curious and inquisitive. They are keen to have a go at new activities.

For example, they grin in delight as they feel paint on their hands. Children behave very well and understand staff's expectations. For example, children stop and listen when staff ask them to, and sit patiently and calmly at the table with their friends as lunch is served.

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

The provider shows commitment to their role and to ensuring good outcomes for children. They reflect on the provision and gather the views of staff and parents regularly. Changes to how the nursery is organised are made with children's best interests in mind.

Children make good progress in their learning as a result of the diligence of leaders and staff.Arrangements for supporting staff in their roles are currently under review by the provider. Recent changes to the provision mean that some staff are working in different rooms to what they have been used to.

Consequently, on occasion, some areas of children's learning are not as well promoted as possible. That said, children are engaged and interested in the activities that staff have planned thoughtfully to link with prior learning and they benefit from participating.Staff promote children's speaking and listening skills well.

Staff enthusiastically narrate children's play and read and sing with them throughout the day. Staff use signs and visual prompts to support children who have less verbal skills. Children are chatty and communicate well, which helps them to make good progress across the curriculum.

Effective systems to monitor and assess children's progress help staff to identify gaps in children's learning and development. They implement appropriate strategies and work with other agencies to help to close gaps. Children with special educational needs and/or disabilities are well supported.

All children make progress from their individual starting points.Staff help children to learn key life skills. They enjoy calm mealtimes where they learn about social interaction.

Staff help children to put on outdoor clothing and footwear as they become increasingly independent. Children's personal skills are well promoted.Children enjoy play and learning in the outdoor areas at nursery and at local parks.

They develop their physical skills as they climb and slide on play equipment and negotiate ride-on toy vehicles. Staff help children to develop their coordination skills as they pass balls through hoops. Children's overall well-being and physical development are well promoted.

Children's individual interests are well supported. Staff gather lots of information from parents at the outset, which helps them to plan for children's learning incisively. For instance, staff create an outdoor stage area where children delight in dancing to music and practise their moves.'

Sparkle sheets' are displayed in rooms and offer a visual reference of each child's likes and what makes them 'sparkle'. This helps to promote children's individual character and confidence.Staff teach children that rules are in place to help keep them safe.

For instance, children know to stay in certain areas when playing outside. However, the provider has not extended this to help children learn about using technology safely. This does not fully support their early understanding of how to keep themselves safe in all areas of life.

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: continue to review staff's practice and professional development to ensure that children benefit the most from every interaction consider ways to include teaching about the safe use of technology in the curriculum in an age-appropriate way to enhance how children learn to keep themselves safe.