Cuckfield Preschool Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the pre-school excited for their day to begin. They show high levels of confidence and are eager to engage in activities of interest.

For example, children enthusiastically roll vehicles down slopes and discover which cars move the fastest. They show good creative skills, build a telescope, and talk about what they might see in the sky.Children form strong friendships and play well together.

They pretend to be doctors and negotiate their different roles. Children design their own name badges, which supports their early literacy skills well. Staff have high expectations for children.

Children... thrive on their positive praise, and this helps to build on their self-esteem and confidence.Children show a keen interest in nature. They talk to the inspector about the seeds they have planted and explain that they need the sun and water to grow.

Children use tools such as spades, to fill up their wheelbarrows with soil. They build on their stamina as they push the wheelbarrow up the slope to their mud kitchen. Children source their own water and learn to think about volume as they top up their pots and pans.

All children make good progress from their starting points.

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

Staff regularly assess children. They know what they want them to learn and create inviting learning experiences that ignite children's curiosity.

For example, children pretend to make ice cream. They explore changing textures as they add different materials, such as shaving foam, soil and liquid soap. Children build a water run and willingly take turns to catch water as it flows into different containers.

Staff are positive role models and get fully involved in their play. However, at times, in their enthusiasm, staff are a little directive in their interactions with children. They do not challenge children's thinking and problem-solving skills as well as they could.

Staff promote children's mathematical skills well. Children make marks with a variety of resources, such as rollers, and talk about the patterns they create. They build towers with magnetic bricks and compare differences in size.

Children who are below expected levels of development are swiftly identified. The special educational needs coordinator works well with parents, staff and other agencies. They agree and work on specific learning aims, to ensure gaps in children's learning close swiftly.

Children behave well and are kind and considerate to their friends. They actively find the sand timers and negotiate turn taking with little prompting from staff. Children are patient and wait for their turn to use balance bikes, for example.

They negotiate space around them and show an awareness of the safety of others.Staff effectively encourage children's independence. For example, at snack time, children pour their own drinks, select their own fruit, and butter their own bread.

Staff use this routine to teach children about the importance of leading a healthy lifestyle. Children learn which foods are healthy and unhealthy and the affects these have on the body.Children have wonderful opportunities to explore their local community.

For example, they recently took part in a community procession through the village. Children visit the local museum, shops, and local parks. They enjoy outings to the dentist, which helps to build on their understanding of oral hygiene.

Staff promote children's language and vocabulary well. They provide many opportunities for children to develop their love of reading. Children cuddle up with staff in the cosy book area and retell stories, alongside their friends.

Partnerships with parents are good. Parents praise the welcoming, friendly and dedicated staff. They say they can see the progress their children are making, especially in their speech, independence and social skills.

Staff comment they receive high levels of support from the manager. They are provided with regular training and feedback on their practice. All staff are committed to improving the quality of care they provide.

The board of trustees understands its responsibilities and actively supports the manager and the staff team.

Safeguarding

The arrangements for safeguarding are effective.Staff undertake robust risk assessments to promote children's health and safety.

They reduce hazards to minimise accidents, closely supervise children, and ensure the premises are secure. Staff have a strong knowledge of child protection issues. They attend regular training and know the possible signs of concern, including indicators that children may be at risk of being radicalised.

Staff are aware of the correct procedures to follow when necessary. The management team follows a clear recruitment process to help assess the suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop staff's understanding of how to improve their interactions with children to deepen their engagement in activities and extend their learning even further.

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