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Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The breakfast club is organised well and children of all ages play together happily, behave well and form close friendships. The routine before school is calm and well organised, meaning that children start the school day ready for learning. The pre-school curriculum is well planned and offers children a good range of learning opportunities inside, outside and within the local community.

Good attention is paid to keeping children safe.Overall, teaching is good. Staff engage in play with children and support their learning through effective questioning and positive interaction.

The relationships between children and sta...ff are good. Children approach staff confidently for cuddles, comfort and reassurance, and know that their personal needs will be met. The leadership team works hard to support staff and make constant improvements to the setting.

New procedures and policies introduced at the time of registration are fully embedded now. These contribute greatly to the effective organisation of the setting. All staff have high expectations of the children and work hard to make sure every child achieves well.

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

Assessment information is used well to make sure every child makes good or better progress. Staff quickly notice if children need extra help with their learning, or need more challenge to accelerate their progress. Funding is used effectively to provide specialist teaching, particularly for children learning English as an additional language, children with special educational needs and/or disabilities, and those who need a bit more help to develop their speaking and listening skills.

Staff prepare children well for starting school. They encourage children to develop confidence, independence and good communication skills. Children follow instructions clearly.

They listen well during group times and develop good levels of motivation to keep trying with tricky tasks. For example, one four-year-old child attempts to make a slide for a toy car using wooden blocks. He struggles with this at first, but with gentle support and encouragement from staff, he quickly achieves his original aim.

The pre-school environment is buzzing with activity. Children quickly become engaged in their play and use their imaginations well. For example, recent topic work on the senses has inspired children and staff to create a role-play opticians area.

Children play extremely imaginatively and recreate scenarios they are familiar with. However, at times, children's learning is interrupted, such as when children are asked to tidy up for snack time. This means some children's learning and creativity are disrupted.

Staff are caring and attentive towards children and support their emotional needs effectively. Children benefit from a delicious range of freshly prepared meals and snacks. The catering manager is a popular figure within the setting and she continually introduces children to new foods and tastes.

For example, on the day of inspection, many children tried pilchards for the first time. Mealtimes are used effectively as an educational opportunity to help children understand the importance of keeping healthy.Children's physical development is supported well.

Children have access to a wide range of equipment to help them develop and practise a range of skills, such as lifting, pushing, pulling, digging, mark making and balancing. Children also take part in regular song and rhyme sessions and games to help keep them healthy and active.Children develop a good understanding of the needs of others.

Daily activities help children learn about the importance of respecting and celebrating diversity and equality. Children actively learn about their own unique qualities. These sessions also help them to explore their own feelings and emotions.

This means children develop a strong sense of self-belief and learn to manage their feelings well.Parents are kept fully informed about their children's learning and development. They contribute towards assessment records and share what they know their children can do and are interested in at home.

This helps staff to continually plan activities they know will challenge children and support their ongoing learning needs.Leaders monitor the quality of provision well. There is a clear management structure in place and staff confirm they feel very well supported in their role.

Safeguarding

The arrangements for safeguarding are effective.Children's safety is given high priority. All staff are vigilant in supervising children closely inside and outside.

Risk assessments are detailed and cover all aspects of provision, including the walk to and from school. Children learn about road safety and become aware of possible dangers. Staff have a good understanding of safeguarding arrangements.

They keep relevant records of any concerns they have regarding a child's welfare and monitor attendance patterns well. This means they can quickly notice any signs that may indicate a child is at risk of harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of the daily routine to ensure that children's learning and creativity are not interrupted.

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