Hereward

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and confident at this friendly setting. They have close bonds with the staff.

There is an established key-person system, which allows staff to form secure attachments with the children. Staff know what their children can do and build the curriculum around what they need to do next in order to develop. Children enjoy accessing a range of resources that are based on their interests.

For example, they enjoy playing with different vehicles. Children learn new words, such as 'aeroplane' and 'fire engine', and enjoy pretending to fly the plane through the air. They use tools for a purpose as they use scoop...s to collect sand.

Early mathematical concepts are developed as children explore volume. Children enjoy pouring sand into different containers and learn about more and less. Children behave well.

Staff act as positive role models and help children to manage their behaviour. They support children to share equipment and understand how their behaviour impacts on others. As a result, children are kind and respectful to their peers and form good friendships.

Staff provide lots of positive praise and children's achievements are celebrated. Children are rewarded with stickers, which they proudly show other staff. This helps to raise children's self-esteem and confidence.

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

The manager has built a close working relationship with the host school. The setting benefits from sharing equipment and resources that further enhance children's learning experiences. For example, children access the school's computer suite, which supports their understanding of digital technology.

They have monthly trips to the forest school.Children who speak English as an additional language are well supported and make good progress. Staff find out key words in the children's home language and use visual cues to help their understanding.

Staff spend time looking at where children come from. They talk to the children about their similarities and differences. This helps children to understand what makes them unique.

Staff offer children a variety of group activities. More confident children are engaged and listen with intent to stories and familiar songs. They respond to questions in a memory game.

However, at times, staff do not always support the less confident children and, as a result, not all children benefit from the learning experience.Staff focus on developing children's communication skills. They speak clearly and model good language.

They repeat words to children to encourage the correct pronunciation. Staff use effective questioning to help children expand their language. They use every opportunity to teach children new words.

For example, children learn the words for colours as they make pictures with foam shapes.Childen choose their own toys and resources and can wash their hands with support. However, staff do not always encourage all children to manage small tasks for themselves, such as wiping their noses and preparing their snack, so that they become even more independent in their learning.

Parents speak positively about the setting. They are kept up to date with their children's learning and development with regular feedback. Parents comment on the progress that their children have made, in particular with their communication and language.

Parents are encouraged to continue their children's learning at home. They share reading books and are provided with resources for their children to continue their art and craft projects at home.Children are well prepared as they transition to the next stage of their education.

The manager arranges visits for the teachers to meet the children before they start school. Children also have the opportunity to visit their new classroom. This ensures that they are well supported as they move on to school.

The manager is reflective of the setting. She considers feedback from other professionals, staff and parents. This is used to implement changes that have a positive impact on the children.

Staff report being well supported by the manager. They say that they feel happy in their roles and enjoy working in the setting.

Safeguarding

The arrangements for safeguarding are effective.

The manager follows suitable recruitment and vetting processes to ensure the suitability of staff working with children. Daily risk assessments ensure that hazards are minimised, and the environment is safe and secure for children. There is effective deployment of staff to ensure that children are well supervised.

Staff can recognise the signs and symptoms of potential abuse and or neglect. They know where to access procedures should they need to raise concerns about the welfare of a child.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and improve the arrangements for group activities to support all children, particularly those who are less confident, so they benefit from all learning experiences maximise opportunities for children to develop their independence during daily tasks and self-care routines.

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