Maryfield Pre-School 2

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children eagerly enter this safe and secure setting, happy and excited to begin their day.

Staff warmly welcome children by name, acknowledging the news that they want to share since they last attended. Staff design an inclusive curriculum to allow all children to make good progress from their starting points in learning. Children are motivated and enthusiastic about the learning opportunities available.

They concentrate for sustained periods of time as they work together to create food for the hungry caterpillar out of play dough.Staff develop children's confidence by offering lots of praise and encouragement. Childre...n confidently manage self-care tasks independently, such as using the bathroom, washing their hands and wiping their own noses.

Their behaviour is good. Children develop positive relationships with others and show excitement as their friends arrive. Children play cooperatively together.

Staff support children to understand the importance of sharing and being kind to each other. Children show care and concern for one another, offering help and support when needed.The support for children with special educational needs and/or disabilities (SEND) is a real strength within the setting.

Staff are extremely knowledgeable and ensure that swift referrals are put in place to support children and their families.

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

Staff know children very well. They talk comprehensively about children's interests, where they are in their development and the progress they have made since starting.

Children are offered challenge and have appropriate next steps in learning in place. This ensures that children are well prepared for the next stage of their learning.Overall, staff develop children's emotional resilience.

They use emotion bears to show different faces and children can recognise each emotion confidently. However, staff do not use discussions to help children to understand the meaning behind each emotion and why they might feel this or cause someone else to feel this way.Staff support the development of children's communication and language skills well.

Children hear a range of stories and songs throughout the day. Staff engage in meaningful conversations with children, listening to children's ideas and opinions. They use Makaton within the setting, alongside visual prompts, to enable non-verbal children to communicate with their peers.

Children are confident within the setting. They show pride in their achievements, calling others to see the fabulous work they have done. Children negotiate the different areas of learning and activities available with positive attitudes.

Occasionally, however, when children find a task difficult, staff step in too quickly to help them, rather than giving them the opportunity to try and solve problems independently.Staff work in partnership with parents to provide children with a healthy start in life. Children enjoy using tongs as they select fresh slices of orange and apple for snack.

Staff share important facts with children about the importance of making healthy choices and drinking water instead of juice. Children's oral health is promoted well. For instance, managers provide parents with information about local dentists and the importance of regular check ups for children.

The setting is within a diverse community, and this is celebrated at the setting. Staff use home languages with children to help them to settle and ensure that they understand simple instructions. An open-door policy welcomes families to come and share their traditions with children.

Children are respectful of each other. They grow in confidence and self-esteem as they share with each other what is important to them.Partnership with parents is effective.

Parents describe the setting as warm and welcoming. They feel leaders and managers communicate effectively and they are kept informed of their children's learning and development.Staff feel supported within the setting.

Those with additional roles, such as the special educational needs coordinator (SENCo), describe how they are given extra training and time to ensure that they can meet the needs of their roles. All staff are given the opportunity to continue their own professional development by engaging in training and further qualifications.

Safeguarding

The arrangements for safeguarding are effective.

All staff receive a full safeguarding induction. Their safeguarding knowledge is reviewed regularly through supervision sessions and staff meetings. Staff demonstrate that they understand their duty of care towards children.

They can discuss the different areas of abuse and the signs they may need to be alert to. Staff understand the recording, reporting and escalation policies. They ensure that the setting is safe for children by conducting daily risk assessments and remaining vigilant to any potential hazards.

Staff talk to children about cause and effect to help them to begin to manage risk. For example, children learn that running inside may cause hurt to themselves or others.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: continue to develop children's emotional literacy, such as by further exploring why they might feel certain emotions and begin to self-regulate these feelings nallow children time to solve problems independently before stepping in to help, in order to build resilience and confidence in their own capabilities.