Little Wellingtons Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff provide a safe and secure environment for children. However, management have not given enough thought to staffing arrangements to manage and meet the needs of all children.

There are times when the setting feels chaotic, and children do not get the engagement they need from their familiar adults. At other times, the setting is much calmer and staff can use their skills to engage children in learning. These inconsistencies mean that some children are much more ready for school than others, depending on which session they attend.

The manager explains that the priority for younger children is forming bonds with their f...amiliar adults. However, the key person system is not secure and does not support this priority. Some staff do not fully understand the importance of the key person role and some children have not been assigned a key person despite being at the setting several months.

This has an impact on how quickly children settle into the setting and begin to make progress from their individual starting points. Staff are not equipped with the training or strategies required to manage more challenging behaviours. This leads to frequent instances of poor behaviour that impact on all children.

For example, staff are unable to get a group of children to listen or follow simple instructions during a carpet session, meaning that all children miss out on the learning. Staff work hard and remain vigilant, stepping in quickly to manage situations and keep children safe. However, there is not enough emphasis on supporting children to regulate their feelings and develop essential skills, such as sharing and taking turns.

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

Staff celebrate the diversity within the nursery and accommodate children with a wide range of additional needs, including children with special educational needs and/or disabilities (SEND). However, staff are too stretched to meet the needs of all children, particularly during the busier morning sessions. For example, interactions are abandoned to deal with behaviour incidents and children are left playing on their own for too long.

Children make progress over time, but this is not consistent for all children.The manager describes the curriculum priorities, although there is a tendency to describe themes and activities instead of learning intents. For example, the same activity is provided for children of all ages and staff are unable to explain the skills children are learning or demonstrate how the activity is being adapted to meet the different ages and stages of development.

Staff discuss the children as a team and work together to deliver routines. However, there are weaknesses in the key person system, particularly for the younger children. This has an impact on individual children's learning and development.

For example, children with SEND do not get the timely support that they need as they have not been assigned a key person within an acceptable timeframe.Staff generally have warm relationships with children. There are some strong interactions, particularly outside in the garden.

For example, staff teach children the word 'evaporate' as they paint with water on the ground and discuss why the water disappears. During the quieter afternoon sessions, staff play games with children and the setting feels significantly calmer. However, for the children that only attend the morning sessions, they miss out on these quality interactions and do not make the progress they are capable of.

Staff do not share a consistent approach to managing behaviour in the setting. Some staff use successful strategies, such as using children's interests to motivate and engage them. Other staff use strategies that are less appropriate and do not work.

For example, young children are expected to watch a 3-minute sand timer to encourage them to listen. Staff have resources to promote talk about feelings, but this is not given the priority it needs to teach children how to regulate their emotions.Staff communicate with parents each day to share information about the children.

Parents are invited into the setting to celebrate a range of events, including cultural events that support children to feel represented in the setting. Parents comment that their children are happy and staff know their children well.Staff provide opportunities for children to engage in active, physical play.

Children enjoy running around outside and exploring the garden together. For example, they work together to build a wall out of foam bricks. Staff promote healthy lunches, providing information to parents about what a healthy packed lunch looks like.

As such, children are supported to develop healthy habits from a young age.The manager is committed to providing inclusive care and education. She makes appropriate use of additional funding, using it to purchase resources that meet the interests and needs of individual children.

She works with teachers at local schools to support children with their transitions on to their next stage of learning. Staff share that she is approachable and supportive.

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 improve staffing arrangements to ensure the needs of all children are met during all sessions 01/07/2024 ensure that all children are assigned a key person in a timely manner to tailor the curriculum to meet their individual interests and needs 01/07/2024 ensure staff are equipped with the skills and strategies that they need to successfully manage and support children to improve their behaviour.01/07/2024 To further improve the quality of the early years provision, the provider should: nensure the curriculum is designed around the skills and knowledge you want children to develop over time.