C.A.L.M.S. (Care at Leyland Methodist School)

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enter the setting with excitement and eagerly seek out their friends to start the session.

The setting offers a relaxed environment, where children can play with friends, relax or enjoy taking part in a range of activities. There are a wealth of opportunities that children enthusiastically access. For example, children enjoy imaginative play, creative activities and physical activities.

They are welcomed by friendly and caring staff, who are positive role models for children. Children have built strong relationships with staff and enjoy talking with staff about what they have enjoyed doing at school. Children are ...confident communicators and demonstrate that they are happy and settled in the setting.

Staff have high expectations for children and support children to be independent and consider the needs of others.Children's behaviour is excellent. They have a strong awareness of rules and boundaries.

They instigate their own play, independently help younger children and go to an adult when they need support. For example, children who experience some conflict when playing football ask a member of staff to referee the game, so that things can be fair for both teams. The setting has carefully considered its practices due to the COVID-19 pandemic.

Parents collect children at the entrance of the setting. This limits the amount of people accessing the setting as children play.

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

The manager and staff are passionate about providing high-quality care for children.

They offer a setting which is relaxed and where children demonstrate they feel happy and secure. Staff support children to develop life skills, such as confidence and resilience. Children's ideas are actively sought and are incorporated into a range of engaging activities.

This promotes children's self-esteem, confidence and decision-making.Staff work extremely closely with teachers from the on-site school. Some of the staff work as teaching assistants in school and this means that they have built up close attachments with children.

The setting offers the same routines for children and has the same expectations of children as school. This means that a consistency of care is in place for all children.The staff carefully consider the activities they provide for children.

All areas of learning are promoted. For example, children enjoy reading about their favourite football team, which supports their literacy skills. Children enjoy taking part in role play and eagerly act out visiting a hairdresser.

Staff support children through asking questions, which develops children's language and imaginative skills. The setting is well resourced with age-appropriate resources. This ensures that all children engage in play and have the chance to explore their interests.

Staff support children's emotional well-being extremely well. For example, they talk sensitively with children if they are a little upset and give first-aid treatment with care and consideration for children's feelings. Staff encourage children to look after one another, share resources and help younger children.

This means that children understand expectations and understand the importance of helping others.Staff support children's individual needs exceptionally well. They understand the needs of children with special educational needs/and or disabilities.

Staff carefully consider how they can offer activities, which are inclusive and engage all children. Staff understand individual requirements. For example, they offer a range of snacks to support different dietary requirements.

This helps children to feel included in all aspects of the setting.The manager supports the staff team well through inductions, supervisions and staff meetings. Staff discuss that they feel supported by the manager and enjoy the close teamwork that has been created.

The setting regularly evaluates the provision to identify how they can make things even better for children.Parents are very complimentary about the care their children receive at the setting. In particular, they share that staff are very friendly and welcoming and their children enjoy attending.

Staff share information about children with parents and have built good partnerships.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of safeguarding procedures.

For example, they understand the procedures to follow if they have concerns about a child's welfare and are vigilant in ensuring children are only collected by known adults. They complete safeguarding training and attend annual refresher courses. Leaders ensure that appropriate recruitment checks are carried out to ensure staff are suitable to work with children.

Staff complete risk assessments of the environment. For example, they check that perimeter gates are locked and that the outdoor environment is free from rubbish before children go out to play. Staff teach children about internet safety and staying safe when they use computers.

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