Little Gems Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, settled and supported effectively by staff who care for them and promote their safety. Staff know the children very well. They talk confidently about children's interests and use their observations well to decide what children need to learn next.

Staff have high expectations for every child. They make sure that activities are planned according to children's interests, abilities and learning needs. However, on occasions, children's mathematical language is not always promoted.

Staff organise small-group times each day to encourage children's speech and language and to support their personal, social a...nd emotional development. This also helps young children and those children who speak English as an additional language to understand instructions and participate in activities.Children behave well.

They are kind and considerate to each other and show a good understanding of the pre-school rules and boundaries. Children demonstrate very good attitudes to solving problems and working together. They discuss whose turn is next when using pre-school technology resources.

Children help their friends to understand how to share and take turns. For example, they confidently use sand timers to ensure that they each get an opportunity to use popular items. Staff communicate well with children.

However, sometimes, staff step in with the answers to their questions before giving children the opportunity to express their own thoughts and ideas.

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

Children enjoy story sessions, which are interesting and interactive. For example, staff engage children as they pretend to 'splash' through a river and 'squelch' through mud.

Children are expressive and immerse themselves fully as they copy staff and become absorbed in the excitement of the storyteller. This promotes children's language development.The key-person system is very effective.

Staff work closely with parents to involve them in their children's learning. For example, children regularly take home library books to share with their families. Staff encourage parents to share children's interests and 'wow' moments from home, which are then celebrated at the pre-school.

This promotes children's self-esteem and confidence. Parents speak highly of the pre-school team. Staff keep parents updated about children's progress and achievements.

Children learn about the importance of staying healthy. They benefit from nutritious snacks and follow good hygiene routines. Staff plan opportunities that extend children's learning.

For example, children learn about food that is good for them. They are each given a selection of fruit and vegetables to take home. This encourages children and families to look at healthy eating and helps children to learn about where food comes from and how it grows.

The qualified staff team is led and managed well. The team ensures that children receive a consistently good level of care and education and that all children have full access to their entitlement to early education. Staff are good role models and reflect regularly on their practice.

They meet weekly to review and evaluate what they teach. This enables them to make continuous improvements.Children demonstrate good control and coordination.

They move around the outside area on wheeled toys and skilfully climb apparatus with confidence. Children enjoy being active. They happily engage their friends and staff in playing bat and ball.

Children show interest in spontaneous events, such as finding a spider in the outside area, which is then placed in the 'bug hotel'. However, on occasions, children do not have enough time to think about how to respond to questions and comments from staff.Children are imaginative.

They spend their time purposefully dressing up and engaging in role play. Staff praise children regularly. They acknowledge children's efforts, however big or small.

This has a positive impact on children's confidence and sense of belonging.The manager encourages staff to extend their continuous professional development with training that enhances their roles. She is effective in promoting staff's well-being with good opportunities to discuss teaching and workloads during regular supervision meetings.

Staff speak highly of the support they receive from the manager. This has a positive impact on how well the members of the team work together.Staff observe children closely and continue to assess their progress.

They regularly review children's progress in learning. Staff use this information to make a plan for each child, which includes activities to support their next steps in learning and meet their individual interests. However, staff do not always include all available opportunities to promote children's mathematical language during everyday activities and routines.

Safeguarding

The arrangements for safeguarding are effective.The manager implements a robust recruitment and induction procedure for new staff. She ensures that staff are suitably checked before they begin to work with children.

Staff receive regular training in safeguarding and protecting children. They are aware of the signs and symptoms that might indicate that a child is at risk of harm. Staff know the procedure to follow if they have a concern and are confident to report directly to other professionals if they felt their concerns were not taken seriously.

Staff teach children to keep themselves safe. For example, they help children to understand the importance of keeping themselves safe when using technology.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nexplore further ways to enhance children's mathematical language during everyday activities and routines provide children with sufficient time to respond to staff's questions and comments.

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