LittleU PreSchool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The very calm and organised learning environment supports children to feel safe and secure. All children, including those who have very recently joined the setting, are consistently engaged in play and learning throughout their pre-school session.

The staff are consistently calm and nurturing in their manner with the children. They get to know both the children and their families very well. This supports children to settle quickly, and to become confident to explore the learning environment.

The children enjoy choosing how to spend their time and having fun with the familiar adults. For example, they laugh together as ...they pretend to scare each other with spiders they have made from play dough.Children behave very well and enjoy playing cooperatively together.

Staff teach them to take turns and share. The children are familiar with the pre-school routines and respond positively to staff direction. For example, they eagerly help at tidy-up time.

Children begin to learn about the differences between themselves and others, and staff consistently model respectful interactions. Children thoroughly enjoy joining in with the many daily opportunities for singing. Staff skilfully use voice, facial expression, gestures and signs to encourage and enable all children to join in.

Children spend time outside every day, and regularly visit the farm and woodland area on the school site.

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

All children, including those with special educational needs and/or disabilities (SEND) and those in receipt of additional funding, make good progress. There are systems in place to quickly identify and begin to address any gaps in children's learning and development.

Staff's good knowledge of the children and strong partnerships with parents support this process well.Staff work closely with parents to plan settling-in processes, and the transition on to school, according to children's individual needs. The consistent daily routines support children to feel secure and to settle quickly.

However, the current daily routine does not always allow children enough time to become fully engaged in play and learning, and to complete activities without interruption.Group learning sessions are skilfully led. Children become fully engaged as they learn about the days of the week, hear the day's 'weather detectives' report, count and sing.

At story time they become engrossed as staff read with expression and interest.Staff skilfully weave mathematical language and counting into a broad range of activities. For example, at group time staff talk to children about who they are sitting 'next to', 'in front of', and 'behind'.

As children draw chalk footprints, staff help them compare the size and count how many there are.Staff support children's play and extend their thinking. They encourage children to persevere when they are struggling, and offer warm, positive feedback.

For example, when they want to draw a bear, staff help them to think about the body parts they need to include. However, the planned activities do not offer enough opportunity for children to engage in exploratory and investigative play.Children's early language development is well supported.

Children are listened to and are encouraged to listen to others. Staff repeat words back to children, modelling the correct pronunciation. New words are introduced to children as they play.

Words some children know and use, such as 'rhinoceros', are modelled for others by staff.Children are well prepared for the move on to the next stage in their education. The manager works closely with the school on site to ensure continuity of learning.

Staff support children to become increasingly independent. For example, they teach children to begin to manage their own coats, and to clear away their bowls and cups at snack time.The manager closely monitors the quality of the provision.

Regular training opportunities support the setting to remain up to date. Staff feel well supported by the manager and deputy, and regular supervisions support them to develop their practice.Relationships with parents are very strong.

There are coffee mornings and parents' evenings throughout the year to enable parents to be involved in their children's learning. Parents feel well communicated with and say that the staff 'are amazing'.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the procedures they must follow if they are concerned about a child or their family. They are aware of the signs of abuse and neglect to look for and know about wider safeguarding issues, such as the 'Prevent' duty and female genital mutilation. The manager ensures statutory training for paediatric first aid and child protection are maintained.

Recruitment processes are thorough and background checks are completed on new staff. Routine systems, such as high-visibility jackets being worn outside, support staff to keep children safe at all times.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the daily routine to ensure children are given sufficient time to become fully engaged in, and complete, activities within their play and learning build on the existing provision to ensure there are more opportunities for children to engage in exploratory and investigative play which will enable them to be fully challenged in their learning.

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