De Havilland Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive and separate from their parents with little need for support. They wave goodbye, hang up their coats and clean their hands before they play. Children learn to be kind to one another.

They recognise when their friends feel sad and try to help them, such as by giving them a toy to play with. Staff praise children for their kindness.All children make good progress in their learning.

This includes children with special educational needs and/or disabilities. Staff work together to provide effective support to those children who have special educational needs. Experienced staff members share information and s...trategies to support less-experienced staff.

This helps them to develop their teaching skills further.Children who did not attend the pre-school during the COVID-19 (coronavirus) pandemic were supported to continue their learning at home. For instance, parents used home-learning packs provided by staff to help children meet their individual targets.

Children receive effective support to settle back into the pre-school after long absences. They quickly remember routines and boundaries. Staff identify any emerging gaps in children's learning when children return to the pre-school.

They monitor children's progress and update their targets. Any gaps in children's learning close quickly.

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

Staff know the children well and are aware of their interests.

Children talk confidently to staff about what resources they would like to play with. Staff add these activities to the planning, showing children that their choices matter. Staff know what children can do and use this information effectively to help children become ready for the next stage in their learning.

For example, staff encourage children to practise writing their names on their work at the start of an activity.The manager actively involves parents in the pre-school. Parents receive updates on their children's time at the pre-school through an online system.

The manager encourages parents to share videos with staff as they currently cannot enter the setting due to the COVID-19 pandemic. For example, parents share videos of important family members talking about the jobs they do, such as firefighters. Staff share these videos with all children so that they can learn about people who help others in the wider community.

Staff help children to manage their feelings and behaviour. For example, they ask children to set sand timers at busy activities. Children wait patiently until the timer has finished.

Staff respond appropriately when children struggle. They add spoons to the water tray so that children can pick up small beads by scooping instead of using tweezers. Children persevere and show pride when they master the skill.

Staff then encourage children to move on to using tweezers to challenge themselves. Children politely interact with visitors and demonstrate their ability to count. For instance, they accurately count each of the toys they are holding, pointing to each one in turn.

The manager and the owner continuously reflect on the provision offered. Staff feel valued and well supported in their roles. The indoor learning environment is a welcoming space to learn in.

Staff provide children with opportunities to develop their muscles outdoors. Children jump and run, following staff's instructions during a game. However, children sometimes lose interest outdoors and struggle to focus at the activities on offer.

Staff communicate well and speak clearly to children to develop their language skills. Children talk about what they are doing and learn to use their imaginations, such as when they pretend to make a cup of tea for their friend. Sometimes staff miss opportunities to help children to share their thoughts and extend their ideas during discussions.

Safeguarding

The arrangements for safeguarding are effective.Staff receive regular training so that they can keep their safeguarding knowledge up to date. This helps them to identify the possible signs that a child may be at risk of harm.

Staff review written policies relating to safeguarding when they first start their roles. They are confident in the procedures to follow if they have concerns about a child. Staff know how to raise concerns regarding their colleagues, if they should need to.

The manager has a strong oversight of safeguarding issues. She liaises with other professionals to help keep children safe while they are at the pre-school.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance the outdoor learning environment so that all children can make the most of the learning opportunities on offer support staff to consistently help children develop their critical thinking skills and share their ideas.

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