Magdalene Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are safe, confident and happy in this extremely caring and welcoming pre-school. Staff are committed to helping new children settle quickly. When children first start, staff work exceptionally closely with parents, to find out about children's individual abilities, interests and needs.

They use this information to tailor the settling-in period to meet individual children's personalities. This strongly supports children's emotional well-being and attachments with staff.Children are highly cooperative as they play together.

They explain the rules to each other, and learn how to share their favourite things, with... the support of sensitive staff. Their curiosity and understanding of different backgrounds and cultures are extremely well supported. While in the garden, they express their creativity as they create a range of rhythms and sounds on large African drums.

They show delight when exploring different tastes and textures, as they try vegetable spring rolls and noodles, as part of Chinese New Year.The staff have high expectations of children. They regularly observe children's individual learning abilities and interests and plan effectively for them.

Children are challenged in their learning. They are developing skills in readiness for school. However, the pre-school has not considered strengthening partnerships with other early years settings where care is shared.

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

Communication and language are a keen focus in the pre-school. Staff encourage children to work together to retell their favourite story using props. They ask children open and meaningful questions to inspire them to share their views and contribute their ideas.

Children's home languages are included well within the setting. In the role-play area, they access menus in the various languages spoken within the setting. This supports children to become skilful and confident communicators.

Children's health and well-being are exceptionally well promoted. Staff expertly use daily routines and discussions to reinforce children's knowledge. For example, during snack times, children prepare their own snacks and learn about the various ways that vegetables, such as cucumbers, grow.

They contribute healthy suggestions for the snack menu. Children take part in regular handwashing routines and learn how germs can be transferred onto their hands. This helps children to have outstanding understanding of how to stay healthy.

Staff are valued and they work effectively as a team. They demonstrate commitment towards keeping their skills and knowledge up to date by attending training. The manager often discusses different aspects of their practice during meetings and peer-on-peer observation.

This strengthens the level of practice and teaching which promotes good outcomes for children.Effective partnerships with outside professionals are in place to support children who have been identified with additional needs, and those with special educational needs and/or disabilities. Although children make good progress, where care is shared with other early years providers, staff have not developed partnerships to promote consistency in children's learning.

Children's literacy is supported well. They search for their name-cards, as they self-register. Older children make good attempts to write their name and know the sounds that letters make.

Outdoor learners relish spending time in the well-resourced garden. They are extremely independent as they put on their waterproof clothing and wellington boots to go into garden. Staff provide good opportunities for children to learn about the natural world.

Children use tools to unearth insects, which they closely observe through magnifying glasses. Staff support them to handle the insects with care and use reference books to identify what they are.The manager creates action plans to identify areas for improvement based on discussions with staff and parents.

This helps to ensure the continued development of the pre-school. After feedback from parent questionnaires, staff recently implemented day books to extend parents' knowledge of children's experiences within the setting.Children use mathematical language, such as tiny and big, to describe the size of the dinosaurs as they take them on imaginary journeys.

Their knowledge of mathematical concepts is further enhanced through access to sand timers and calculators.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff demonstrate a secure knowledge of safeguarding procedures.

They attend regular child protection training and have a broad understanding of wider safeguarding issues. Staff are aware of the signs that may indicate abuse and the procedures to follow to report concerns. These include the whistle-blowing procedure for reporting other members of staff, if they have concerns.

Recruitment and vetting processes are rigorous to ensure staff are suitable for their roles. Daily risk assessments and environment checks are carried out to minimise any hazards or accidents, and to ensure the pre-school is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen partnerships where care is shared with other early years providers, to enhance the effectiveness and teaching to the highest level.