Ducklings at St Margaret’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in the stimulating environment. Children are encouraged to make choices, become independent and take responsibility. They giggle as they play with puppets while they listen to adults reading stories.

Children learn to take care of the environment as they plant bulbs and trees and pick up litter. Staff help children to be aware of the importance of protecting their world.Children are excited when they bake cupcakes.

They smile and show surprise as they are given the responsibility of cracking eggs. Children help each other to measure and mix the ingredients. Children learn to take turns an...d concentrate as they listen carefully to follow the recipe.

They learn about handwashing, cleaning the table of germs and wearing clean aprons as they bake.Children's behaviour is good. They concentrate and are happy to try new experiences.

Staff know children well. They support children and make adjustments for any additional needs. Inclusion is a strength of the setting.

The special educational needs coordinator is very experienced and has specialist knowledge. Children's needs are extremely well met and families are well supported.

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

Children's well-being is a high priority in the setting.

Staff are warm and welcoming to children and families. Transition arrangements into the setting are flexible. Parents report this has led to them feeling relaxed and developing trusting relationships with staff from the start.

Parents state they are 'astounded' that staff go 'above and beyond' to care and show love for their children.Children's physical development is positively promoted through active music and exercise sessions. Children's attitude to learning is good, and they have fun and enjoy their time at the setting.

Additional funding is targeted and used well to provide additional staffing, resources and experiences to support children's next steps in learning and development. This enables children to have new experiences and make good progress.Staff provide reading and writing materials in the play areas to support children's learning.

For example, children mark make on notebooks in the role-play house and make their own books. Children share books outside and inside in cosy areas. Children visit the library to take part in story sessions.

Staff listen attentively to children, encouraging communication through speech and gestures. They support children who are learning English and children who are non-verbal.Children learn to count mathematical equipment and play with shapes and puzzles, with sensitive encouragement from staff.

Children enthusiastically count steps and learn positional words as they hunt for a treasure box in the outdoor area.Technology is used in meaningful ways to support children's learning. For example, children research the Chinese New Year.

They also select and print their own photographs to create a display and book all about their Christmas nativity.The manager is proactive in reaching out to other services to gain support for children and families, and to further develop practice within the setting. Partnership working is a strength of the setting.

For example, staff work in partnership with the school class teacher to support the transition of children into school.The leadership team makes effective use of procedures to evaluate and improve the provision. They have accurately identified aspects of practice to be further developed.

Newly introduced procedures have yet to be fully embedded after a period of change.Staff complete training. The manager now needs to ensure knowledge gained is fully embedded into everyday practice.

This will raise the quality of the setting even further.The leadership team is caring. They are aware of the staff's workload and well-being.

They provide staff with time to update learning journals and hold supportive supervisions.

Safeguarding

The arrangements for safeguarding are effective.Staff make effective use of training to keep their knowledge up to date.

They are aware of the local procedures when making referrals and keeping children safe. Staff follow the setting's safeguarding procedures, supported by their safeguarding lead practitioner. Staff understand their safeguarding duties.

They are proactive in following local procedures when required. Staff understand the signs of abuse and neglect. They demonstrate their understanding of how to keep children safe.

For example, they apply appropriate filters when using technology and ensure the premises are secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to embed new systems and focus on the priorities to improve the setting and deepen staff understanding even further. Monitor the impact of work to ensure that the developments are fully understood and embedded into everyday practice.

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