Capel Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children flourish in the care of exceptionally warm and nurturing staff, who show genuine interest in their individual interests and needs. Children are immediately drawn to the broad range of stimulating activities which are planned around what they know and enjoy. For example, a small group gather excitedly to build with the train set while others happily settle to read stories with staff.

Children's behaviour is exemplary. Staff have clear and positive boundaries that support children to become respectful, helpful members of their community. For instance, they willingly help each other tidy up at the end of the day, and take... part in activities that help them understand how others experience the world.

Children have exceptionally strong bonds with staff, who understand and welcome their unique characters and routines. Staff have consistently high expectations for children to gain key skills that will support their future learning, including when they go to school. Children are highly motivated and demonstrate consistently positive attitudes towards one another and their learning.

They confidently ask questions and share their thoughts with staff, who encourage them to express their ideas and feelings. Children display exceptional independence, knowledge and social skills as they develop genuine and thoughtful friendships with one another.

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

The manager is a highly reflective and conscientious leader.

She actively seeks the views of staff and parents to plan improvements and evaluates any impact they have on children's learning. The well-qualified staff continually update their training and professional knowledge. They work successfully with other professionals to maintain continuity of care for children in the pre-school and when they move to other settings.

Exemplary relationships between staff provide a positive role model for children's excellent behaviour. Staff focus heavily on developing children's self-confidence and self-esteem, and encourage them to take risks and try out ideas. For instance, children demonstrated tremendous perseverance and determination as they tried different ways to balance their junk-model rocket.

They used what they had already learned to solve problems, such as making 'stabilisers' from boxes and tape.Staff plan a curriculum that is built around the children's individual learning styles. They evaluate the effectiveness of activities and share ideas to extend learning.

However, some individual planning for children, including those with special educational needs and/or disabilities (SEND), is not fully targeted. Monitoring of their progress is less precise. It does not fully demonstrate where they are making significant progress or how additional funding can be used more effectively.

Throughout the day, children love listening to stories. Staff place books in all areas of the pre-school to extend knowledge and develop children's imaginations. Children relax and read with staff or by themselves in cosy and quiet spaces.

Staff use books and songs to support other areas of learning, such as children's mathematical awareness when they learn to count backwards.Children's communication and language skills are very good. They confidently share conversations with their friends and staff.

They listen attentively during story time and group activities. They communicate their feelings and emotions extremely well and know how to ask for help when they need it.Parents comment on the excellent relationships their children have with staff.

They work very closely with them to support their children's learning and well-being. For example, they share their children's achievements at home, which are celebrated on the 'wow' board.Outside, children develop their large-muscle skills and strength as they carry heavy logs and planks to create paths.

Clipboards with paper and pencils are available for children to practise drawing and writing. Children draw recognisable shapes. letters and pictures as they develop good pencil control.

Staff provide an extremely rich variety of experiences and resources to help children learn about diversity and the world. Visitors to the pre-school teach children about tolerance, understanding and respect for others. For example, children have learned about 'Guide Dogs for the Blind' and regularly share time with older people.

Safeguarding

The arrangements for safeguarding are effective.The designated safeguarding lead is an inspirational practitioner. Her excellent knowledge is shared with all staff, creating a working culture of respect and well-being.

Staff receive regular training, attend meetings and have constant support to fully understand their role in protecting children from harm and abuse. All staff know what to do if they are concerned about children's welfare. Recruitment procedures are robust, ensuring the suitability of all persons working with children.

Children are also taught to keep themselves safe. For example, age-appropriate stories are used to remind children about using the internet safely.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the already good curriculum planning to enable children's next steps to be more clearly focused, particularly for those with SEND nuse additional funding even more effectively, and measure closely the impact this has on how children catch up and make the best possible progress in their learning.