Manley and Mouldsworth Pre-School Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy their time at this vibrant setting. They are happy, safe and content.

Children leave their parents with ease and greet their friends with cuddles. They have a strong sense of belonging and are keen to share their artwork with the inspector. Children behave well and show positive attitudes towards their learning.

They show good levels of perseverance while using play apparatus outdoors. Children are considerate towards others and cheer their friends on while playing ring games.Children enjoy playing football and giggle with delight while riding bicycles.

Younger children delight while ...exploring sand and water. Older children show an interest in the life cycles of animals. They learn about ducks and help to look after eggs until they hatch.

Children talk about frogspawn and observe the changes that occur, such as when tadpoles appear. Children enjoy taking part in imaginative play. They enact roles of chefs and make 'special food' for their friends.

They care for dolls and pretend to travel to a 'magical kingdom'. Children relish taking part in dance lessons and learn how to move their bodies to music.

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

The provider has not kept Ofsted informed of all persons involved in the organisation of the setting.

However, this does not have an impact on the safety or well-being of children. Leaders now understand the importance of keeping Ofsted informed.Leaders are relentless in their pursuit to ensure that every child at the setting has the best start to their early education.

They tailor the curriculum to maintain the interest of children, such as introducing mathematics through creative activities. Children beam with delight while counting and learning about shapes. Staff support children to make good progress and gaps in learning close.

Overall, staff teach children well about the world that they live in. They talk to children about recycling, and caring for animals and for the environment. However, leaders acknowledge that they would like to better support children to gain a broader understanding of differences and similarities beyond their own experiences.

For example, by teaching children about different people and communities.Leaders give staff well-being high priority. They ensure that staff workload is manageable.

Staff morale is high and staff report that working at the setting is like one big family. Leaders identify that they would like to strengthen the current arrangements for staff supervision, to help raise staff practice to a higher level.Leaders think carefully about the best ways to spend additional funding.

They provide children with experiences that they might not usually have. These include train rides and visits to the forest. Children relish these opportunities and excitedly talk about the train station and trees at the forest.

Children demonstrate a love of reading. They select books to read with their friends and talk about the illustrations. Children take books home to share with their families.

They listen with interest when staff read to them and giggle with delight while enacting roles of different characters. Children learn that print carries meaning.In the main, staff support children's communication and language skills well.

They introduce new words to children and teach them letter sounds. However, on occasion, some staff do not give children enough time to think and respond to questions. This does not support children's speaking and thinking skills to the highest level.

Care practices are excellent. Staff are caring and loving towards children. They spend time getting to know children and their families.

Children settle well and form secure friendships.Partnership working is strong. Leaders keep parents informed of their children's time at the setting.

They organise family events with the local community. Links with external professionals and local schools are rooted in mutual respect. This united approach ensures that children's care and learning needs are met.

Children show good levels of independence. They help to tidy toys away, put their own coats on and tend to their own physical needs. Children develop the necessary skills in readiness for their next steps in learning.

Safeguarding

The arrangements for safeguarding are effective.Leaders understand their roles and responsibilities to keep children safe and protected from harm. All staff receive child protection training and understand the referral procedure.

Leaders ensure that staff are aware of changes in policy and legislation. They ensure that staff understand the steps to take if there is an allegation against a colleague. Staff teach children about e-safety and how to keep themselves safe.

Children help to risk assess the outdoor area with staff. Robust recruitment processes are in place and staff have had stringent suitability checks.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: better support children to gain a broad understanding of differences and similarities beyond their own experiences develop further the supervision sessions for staff to better support them in raising their practice to a higher level nallow children more time to respond to questions to enhance their communication and thinking skills.