James Oglethorpe Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy to come to the nursery and behaviour is good overall. They demonstrate that they feel safe and build strong relationships with their peers and the staff.

Staff speak clearly to children, who learn how to listen and follow instructions. For example, they raise their hand when they need to use the toilet and follow good hygiene procedures. Children show care and concern for others and say sorry when they hurt their friends by accident.

The manager has high expectations and offers as much support and guidance as possible. This includes working closely with parents and other professionals to support chil...dren's care and learning needs. This means the nursery and parents are working together to ensure children have the best possible start.

Children are motivated learners and use their imagination well. They dress up and pretend they are firefighters, saying they need 'a hose to put out the fire'. Staff adapt activities and areas of learning as they follow children's interests.

They give children praise and encouragement to support their self-esteem and confidence. Older children transition well into the adjoining school. They regularly play ball games in the main hall and have a graduation ceremony at the end of pre-school.

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

Staff establish good partnerships with parents. Parents speak positively about the staff and say they care for their children well. Staff provides parents with information to help them extend children's learning at home.

For example, parents receive a weekly newsletter with the theme planned for each week.The manager leads an experienced and well-qualified staff team. She observes staff practice and carries out regular supervision meetings to manage their performance.

She provides ongoing support to help them develop their practice, For instance, additional time to complete administrative duties, and regular staff meetings to evaluate the effectiveness of the provision and reflect on their practice.Staff complete observations and assessments of children's learning to track their progress. They plan challenging activities for children that focus on their interest and what they need to learn next.

However, on occasions, staff do not allow younger children the option of choosing their own activity during adult-led activities.Staff are good role models and create a culture of mutual respect and kindness throughout the nursery. Children learn to share and take turns.

They behave well. Children build positive relationships with their friends and staff and they are happy and settled in the nursery.The manager uses self-evaluation to capture the views of parents, children and staff, and use the information to inform future developments.

She has recently appointed a deputy manager and a special educational needs coordinator to support staff and the needs of children.Staff teaches children about the importance of eating healthy. They provide children with nutritious snacks and talk to children about food that helps their bodies to grow.

Children help staff to grow and water strawberries and tomatoes in the garden. However, staff do not always share information about children with special educational needs and/or disabilities (SEND) with the relevant people.Staff support children well to develop their communication and language skills.

For example, they ask questions, use repetition and help children to build sentences by encouraging them to talk about what is familiar to them. Younger children can articulate their needs and feelings confidently. They enjoy looking at books, for example 'The three little pigs', and march around singing their favourite songs, such as 'The grand old Duke of York'.

Staff help children who are new to the nursery to become familiar with routines. This helps children begin to feel secure. Children have good opportunities for exploration.

For example, they mix shaving foam and paint together and explore its texture, and learn about different shapes through exploring them during a junk modelling activity.The manager has good recruitment procedures in place. This helps to ensure that staff are suitable to work with children.

Staff have access to many different training courses and undertake further qualifications to help them improve their knowledge and skills. For instance, all have completed EpiPen training.

Safeguarding

The arrangements for safeguarding are effective.

Staff complete detailed risk assessments daily which cover all areas that children use, to identify any potential hazards. Regular fire drills enable all staff and children to learn how to evacuate the premises swiftly. The manager ensures all staff undertake safeguarding training and they have a secure understanding of their roles and responsibilities to keep children safe.

Staff know the procedures to follow should they have a concern about child's well-being. Children are not allowed to leave the premises with anyone who is not named by the parent, and staff stringently check children who are absent from the setting without given notice.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease opportunities for younger children during adult-led activities to choose their own activities nimprove ways of sharing information about children with SEND, so their care and leaning needs are met swiftly.

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