Little Achievers Preschools (Stoney Stanton) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children arrive happily to the pre-school and are warmly greeted by staff. Children show they have strong bonds with staff and approach staff for a cuddle if they need reassurance. Staff remind children of the behavioural expectations of the pre-school.

Older children show they understand the routine as they wiggle their fingers and line up for story time when staff shake a tambourine.Children take part in activities and occupy themselves happily. The support for children with special educational needs and/or disabilities (SEND) is not consistent.

Although children have targeted plans in place, staff do not consistently s...upport these children to participate in the activities provided. As a result, they spend periods of time wandering. In addition, the quality of education is variable.

Some staff do offer some good quality learning and interactions with children. However, other staff struggle to keep children engaged or offer appropriate challenge for them. Consequently, children spend time amusing themselves and playing with their friends, but do not have high quality learning opportunities available to access.

Despite the weaknesses, most children are making some progress in their development. Children show they have prior knowledge and understanding as they recall learning about the different parts of a flower and describe the textures and shapes of the petals and leaves. Staff use open-ended questions to encourage children to talk about their own experiences planting seeds in their gardens.

Children enjoy a range of mark-making opportunities and are proud to talk about what they have drawn. At lunchtime, staff talk to children about the food in their packed lunches, and support them to understand about leading a healthy lifestyle.

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

Leaders explain that staff use children's interests to plan activities which meet children's developmental needs.

Leaders and some staff deliver these activities well and children show high levels of engagement at these times. However, some staff lack the skills to deliver activities that children find exciting or which build on what children already know and can do. As a result, at times, children become bored and disengaged in their learning.

Leaders swiftly identify children who have SEND and complete timely referrals to other professionals to access support and funding for children. They work with other professionals to put targeted support plans in place. Leaders update these targeted plans frequently and ensure they are accurate to each child's stage of development.

When staff have opportunities to work individually with children with SEND, they deliver appropriate activities which are tailored to each child and their needs. However, these opportunities are limited, and at times quieter children and those with SEND are not always supported to participate in activities. Consequently, some children are not making the progress they are capable of.

Staff help children to become more independent. They teach them how to safely use knives to chop fruit, which children share with their friends at snack time. Staff teach children how to open packets when they struggle to open the contents of their lunch boxes.

Older children are encouraged to take care of their own personal hygiene, such as blowing their nose. Children are learning to manage their own toileting needs and staff remind them to wash their hands.Children benefit from a range of opportunities to develop their physical skills.

They enjoy spending time outdoors. The pre-school has access to an outdoor sports area and children also enjoy visiting a small park, which is situated in front of the pre-school. Staff use these facilities to deliver activities to support children's large-muscle skills.

Children develop their hand to eye coordination as they practise throwing small balls into a bucket. Staff teach them to put their arms out like an aeroplane as they learn to balance across planks. Staff encourage children to participate in group games and teach them how to roll balls in different directions to their friends.

Leaders ensure they implement robust recruitment and induction procedures to ensure all staff working with children are deemed suitable to do so. Staff report high levels of well-being and feel supported by their leadership team.Parents spoken to on the day of inspection explain they are happy with the care the pre-school provides for their children.

They say that staff are friendly and have a caring nature. Parents praise the pre-school for the photos and updates they receive through a communication app that staff use. Parents say their children are excited to come to pre-school and make lots of friends.

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 meet the requirements of the early years foundation stage, the provider must: Due date provide consistent support for quieter children and those with SEND to ensure that all children participate in play and learning and make good progress 21/07/2024 provide less confident staff with support and coaching to raise the quality of education and give children consistent good-quality learning experiences.

21/07/2024