Gooseberry Green Pre School Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The managers and team are enthusiastic, experienced and committed to providing children with a cosy, home-from-home, welcoming pre-school. They provide children with a broad curriculum that is based on what children already know and what they need to learn next. It is carefully designed around their interests.

Time is given to get to know the children before they attend and settling-in sessions are effectively tailored to suit each individual child's needs. Therefore, children arrive happy, settle quickly and are eager to participate in activities of their choice. Children are greeted by calm and attentive staff.

They ...are good role models for the children and speak respectfully to them, for example, asking if they may change their nappy. Children receive positive praise and reassurance for their efforts. They make friendships and have formed close and trusting bonds with their key person.

Children's behaviour is good.Children demonstrate they are good communicators, and the staff provide them with opportunities to learn the skills they need to be independent, and for the transition to school. They are confident and demonstrate they feel safe in their environment.

For example, they excitedly engage visitors to the pre-school in conversation about visits to schools they will attend. They discuss the uniform and their teacher's name. Children have a sense of belonging.

They know where to store their personal belongings, and self-register on arrival.

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

The quality of teaching is good. Children are offered a broad curriculum that covers all areas of learning, both indoors and outdoors.

The education programme offers appropriate challenges and is designed around the children's interests and abilities. Activities are adapted in the moment to support child-initiated play.Children concentrate as they engage in sensory paint and foam activities.

They are fascinated as they mix paints and predict what colours they can make. Children decide they want to make cakes out of the mixture they have created and requests for additional resources, such as cake cases, are swiftly addressed to support their ideas.Children enjoy books, sitting and reading to their friends for pleasure.

They enjoy group stories and are encouraged to interact with familiar stories about space. Younger children decide to make a spaceship from boxes. They are excited as they tell visitors to the setting what they are doing and how they will sit in it when it is dry.

Children learn about the importance of staying safe and healthy, through everyday routines. They use bicycles with ease and know to wear a safety helmet. They negotiate space well and are careful not to bump into their friends.

They enjoy a healthy snack menu and discussions take place as they are encouraged to think about what foods are good for their bodies.The managers and their team invest time in getting to know the children and their family. Parents are very positive and speak highly of the 'fantastic' pre-school and staff.

They say staff are very friendly and supportive and are amazed at how quickly their children settled, and the progress they have made since attending. They comment how independent the children are and feel completely assured they are in safe hands.Staff are supported in their professional development.

The managers evaluate the service provided to ensure the best outcomes for children. Training opportunities are provided and discussed at supervision meetings. However, staff do not do enough to promote children's understanding of numbers and mathematical vocabulary, and provide opportunities, through activities, for children to apply their knowledge.

Children are confident speakers and make themselves and their request known to the staff. Staff engage children in meaningful conversation during activities. They have a clear comprehension of how children develop their conversation skills and introduce new words to challenge their ability to communicate and increase their vocabulary.

Overall, the session runs smoothly and children are engrossed in their play. However, the organisation of mealtimes means staff are sometimes busy with other tasks. Therefore, they are not able to focus on supporting the children to make a smooth transition from group times to mealtimes and remain purposefully engaged.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide support and training opportunities for staff to ensure that they can effectively support children's understanding of numbers and mathematical vocabulary nimprove the organisation and preparation of mealtimes to ensure that all children are engaged at these times.