Market Rasen Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are given tasks to complete, helping them to develop a sense of responsibility.

For example, staff ask them to be 'special helpers', which includes preparing food at snack time for their friends. Children are happy to help staff, learning how to use safety knives safely to cut up cucumber. They say that they move the knife 'forward and backwards'.

Children show their independence at snack time, washing their hands prior to eating and using small jugs to pour milk.In the garden, children are supported to take risks in their play. For example, they climb onto crates and cable reels, jumping from the top.
.../>Staff know the children well, identifying when some children need a hand to hold to help promote their safety when they jump. Children are supported to think critically. When they play with broccoli and pretend it is a tree, staff ask them if they can make it stand up.

Children decide to spread slime onto the bottom of the stalk to see if it will stand. Children have opportunities to learn about the life cycle of a frog. The manager and children bring frogspawn into the pre-school, and children watch how this changes into tadpoles.

Children tell visitors that the tadpoles will turn into frogs.

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

Since the last inspection, the manager and staff place a focus on supporting children's communication and language skills. Staff attend sign language training and implement this during the conversations they have with children.

This helps all children, including those with special educational needs and/or disabilities (SEND), to support their understanding of the words staff use.The manager and staff work closely with the local school to help children be emotionally ready for their move on. For example, during the last term before children start school, staff take them for weekly visits to the Reception classroom to see teachers and school children.

Staff take children swimming at the local school, helping to develop their confidence in water.Staff extend their professional development. School teachers from the local school are invited to help develop staff's knowledge of how to build on children's literacy skills.

For example, staff support children to understand the sounds that represent letters of the alphabet and the beginning of words.The manager and staff work closely with parents to support children with SEND. For example, individual plans are in place to help staff meet children's individual needs.

Children have opportunities to learn about the world around them, including the local community. For example, staff take children to visit the library, where they sing songs to help develop their language skills. Children go with staff to pick pumpkins, helping them to learn about celebrations and traditions.

Staff know the children well and follow their interests through play. However, sometimes, during planned group times, staff do not support children to maintain their focus and attention. This results in children not learning as much as possible from the experiences being offered.

Parents comment positively about their children's experiences in the pre-school. They say that their children can be who they want to be and that staff are like an extended family.Overall, staff help children to manage their behaviour well.

For example, children are excited to receive an 'ice balloon' from the freezer when they show positive behaviour. However, staff do not fully help children to understand their own and others' feelings and emotions. For example, when children are upset, staff do not help them to name or understand why they are feeling a certain way.

Staff say that they feel supported with their well-being. The management team recognises and praises staff's achievements, helping to raise their self-esteem. For example, managers give them gifts and display comments about positive interactions they have with the children.

Staff help children to learn about oral hygiene. For example, they encourage them to clean large pretend teeth with toothbrushes and toothpaste. Staff offer children nutritious snacks and drinks to help promote a healthy diet.

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: support staff during planned activities to encourage all children's focus and attention so they get the most from the learning offered help staff to strengthen their interactions with children to help them understand their own and others' feelings and emotions.

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