Little Oaks Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Managers and staff are passionate in their vision that every child matters.

For instance, staff lie on the floor alongside children to help them to feel calm and safe. They talk gently and respectfully to them and invite others to engage in their play. Teaching highly motivates children's communication skills.

For example, children learn to sign and use simple gestures. At the end of the session, staff encourage children to say 'goodbye' to each other. This builds positive relationships.

Consequently, children are keen to share their experiences with visitors. They enthusiastically model how sensory toys work.... This highlights their confidence in social situations.

On arrival, staff actively speak to parents and carers to find out how children are feeling and if they have slept well. Their feedback helps staff to plan for the day ahead, which positively contributes towards children's happiness. Staff take on board children's interests when planning the curriculum.

They know how to extend children's experiences in the moment and when at home. This helps to further children's learning. For instance, staff send home 'Oakley the bear' and other activities that are tailored to children's individual needs, such as books that encourage potty training.

Parents acknowledge that 'staff go above and beyond' to give every child the best start in life.

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

Children with special educational needs and/or disabilities (SEND) greatly benefit from a highly experienced and enthusiastic special educational needs coordinator (SENCo) who ensures that children receive the support they need from the very start. Staff work closely with the SENCo to break down children's learning into smaller, achievable steps.

This allows children with complex needs to make steady progress and build confidence in their learning.Managers establish effective partnerships with other agencies involved with children and they attend specialised training to broaden their knowledge of how-to best support children's needs. Additionally, staff signpost parents to relevant services in the community to help parents to access advice.

This helps to close any gaps in children's development.Managers and staff have a clear vision for the setting's future, and improvement plans are in place. However, more time is needed to fully embed these.

For instance, managers aim to strengthen procedures for gathering parents' views following the progress check at age two years. This will help staff to better assess children's progress.Managers closely monitor children's attendance to ensure that they do not miss out on any educational entitlements.

They welcome all children and make reasonable adjustments to promote their inclusion. For example, staff organise the learning environment to help children with SEND to regulate their emotions and use early years funding to provide those from disadvantaged backgrounds with additional sessions and equipment.Children benefit from daily fresh air, and they go out in all weathers.

There are ample opportunities outdoors for children to move freely and practise mindfulness, such as smelling the flowers and blowing the leaves. However, at times, staff do not fully help children to focus on what they need to do now and next. For instance, when children come in from the outdoors, they eagerly go off and play instead of locating straight to the bathroom to wash their hands.

This does not help to promote a smooth routine.Staff regularly introduce mathematical concepts to strengthen children's counting skills, such as 'more' and 'less than'. Consequently, children enjoy exploring numbers through everyday activities, books and songs.

For instance, when staff chalk a hopscotch on the floor using numbers one to 10, children request they add the number 11 to the top. This highlights secure knowledge of number recognition.Staff frequently engage children in conversations, talking to them about what they are doing as they play.

They ask questions and use language to build on what children already know. For example, while children play imaginatively making potions with flowers, sticks and grass, staff talk to them about the parts of the flower, such as 'petals' and 'leaves'. This strengthens children's understanding of the world.

Staff ensure that all children, including those with SEND, have time to practise personal tasks, such as handwashing and dressing. They teach children to 'wash away the germs' and what appropriate clothing looks like in all weathers. This promotes children's health and well-being.

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 further improve the quality of the early years provision, the provider should: nembed improvement plans to further build on children's outcomes help children to fully understand routine expectations so that they engage with purpose and remain focused on what they need to do now and next.

Also at this postcode