Grovelands Park Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle quickly in this welcoming setting. Staff have built close bonds with children and know them well. Children show they feel safe and secure.

They seek out staff when they need comfort or reassurance. Children show a positive attitude to learning. They learn to manage their own emotions and start to recognise the needs of others around them.

This helps children to build important skills for their future learning.Staff are good role models. They have high expectations for children's behaviour and development.

Children understand what is expected of them as staff give them daily reminders of the rul...es of the setting. Staff focus on planning to support children to share and take turns. Children play well alongside, and with, each other.

They happily invite their friends to join them in activities and use their imaginations as they decide how to extend their games. Staff provide new experiences for children. For example, staff plan a cooking activity for children.

Children listen well and follow the clear instructions. They learn about the different ingredients and why they are needed. Children skilfully weigh ingredients and take turns mixing.

As they work together, they talk about what they like and do not like. Staff remind children of the importance of hygiene and being safe around food and cooking equipment.

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

The manager works with staff to ensure the curriculum covers all areas of learning.

This is based on the interests and learning needs of children who attend. The quality of teaching is good. Staff understand the curriculum and implement this well.

The key person system works well and staff plan for individual children's needs. Staff report that they feel supported, and their training needs are met.Activities are planned to support children in meeting their next steps.

For example, when children start, staff gather information about the children's likes and dislikes from parents. They plan activities that will excite and engage children and support them with settling. However, on occasion, staff do not recognise when children need support to join in with activities and form friendships.

This means, at times, some children do not engage with and fully benefit from the experiences staff provide.Children's physical development is supported well. Staff plan a range of activities to encourage the children to be active throughout the day.

Children in the garden develop their coordination as they dig in dirt and plant plastic flowers. Children proudly show adults how high and far they can jump. They work well together and use mud and foam bricks to build a house for their friend.

Staff encourage children to crawl through large tubing and discover new ways to move and navigate spaces.Staff introduce children to a wide range of stories and books. This enhances children's enjoyment and they show a love of books.

Staff read enthusiastically to children in groups. They encourage children to join in with the story telling of much loved books. Children happily look at books on their own or with their friends.

They retell the stories to each other and talk about the pictures and what will happen next.Generally, children's independence is supported well. Children are encouraged to take care of their personal hygiene and complete tasks, such as putting on their hats and coats when going outside.

However, on occasion, staff are too quick to help children to complete simple tasks that they can manage by themselves. For example, serving themselves at mealtimes or helping to tidy up after activities. This does not consistently support children to develop higher levels of independence and responsibility.

Children with special educational needs and/or disabilities (SEND) are supported well. Staff work with parents and other agencies to ensure that children get support in the quickest time possible. Sharing of information and consistency support children to make good progress.

Staff use different communication methods to help children with SEND and children with English as an additional language. For example, staff use simple sign language and picture cards to help children understand what is happening now and next. This means all children make good progress.

Parents are provided with daily verbal feedback about their child's day. Updates on the app ensure parents know what children have been doing and the progress they are making. Staff provide parents with ideas of activities that can help learning at home.

Parents describe the staff as friendly and welcoming and appreciate the support they receive and the progress their children make.

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: nimprove activity planning to increase children's interests and involvement in activities to support their learning provide more opportunities for children to develop their independence skills, especially at lunch times

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