Morning Glory Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children have good bonds with the staff at the pre-school and most children settle well.

Children engage well. They are familiar with the environment and the activities in the pre-school. Children confidently navigate around the pre-school safely.

Older children talk about their friends and their favourite toys at the pre-school. However, some children do not benefit from quality interactions from key adults as staff's deployment is not always effective. Staff plan a broad and generally effective educational programme for children aged two upwards.

Children benefit from an outdoor play area and break-out room to ...promote their large physical development. Children climb on equipment, crawl through tunnels and jump across stepping stones. They practise using the equipment and develop their core strength and stability.

Although children make progress in their development, they do not benefit from focused planning and teaching to help them to make better progress. Staff encourage children to take turns and play collaboratively with others. Children take turns in helping to build a tower with foam bricks.

Other children take turns using toy spanners to loosen and tighten nuts and bolts. Outside, staff play a giant 'four in a row' game with the children, who take turns to add their coloured pieces to make a pattern of four in a row. Older children communicate with each other and plan where to add the pieces.

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

Staff's interactions with staff are, at times, positive. Staff talk to children while they role play home-life scenarios. Children pretend to cook, using utensils to stir pots and pour food from bowls onto plates.

Staff ask children open-ended questions, such as, 'What did you put in your pasta?' Children respond by naming vegetables, for example 'carrots' and 'tomatoes'. Staff encourage children to use their imaginations.Staff praise children's achievements and their efforts, which helps to raise their self-esteem.

However, staff do not support children's behaviour consistently. At times, when children struggle with their interactions and sharing with their friends, they become frustrated. While some staff intervene and talk to children about sharing and playing safely, other staff do not manage the unwanted behaviour well.

This means children repeat the behaviour and find it difficult to regulate their emotions.Managers do not prioritise children's learning needs when planning for staff's deployment. Although staff meet children's essential care and well-being needs, some staff spend long periods of time away from children in their room.

Some children miss out on planned meaningful interactions during this time. Managers make sure that ratio requirements are met, but do not ensure that staff are deployed to support all children's learning.Overall, staff promote children's good health effectively.

Children understand the importance of washing their hands and staff support children to brush their teeth to fun songs. However, staff do not actively reinforce policies on healthy eating and good oral health fully when parents provide food and drinks from home for their children.Partnership with parents and families is positive.

Parents and carers comment on the support and guidance the staff offer them with their children's toilet training and self-care. Parents observe improvements in their children's independence skills since joining the pre-school. Managers place a strong focus on supporting children with special educational needs and/or disabilities (SEND), working together with parents and external agencies.

Managers develop a curriculum to ensure that there are various learning opportunities for children. Senior staff set up activities that are age-appropriate and consider children's interests. Staff can identify what their children know and can do.

However, not all staff consistently plan children's next steps in development and do not know how to build on their learning and development further.Managers understand that children developing good communication and language skills are key to successful learning. They provide a lending library to promote parents' engagement in reading for pleasure at home with their children.

However, some group activities in the pre-school are not planned effectively. For example, staff interrupt children's story time to change their nappies, wash their hands and transition to other routines. As a result, children can become distracted and lose interest.

Staff report they are well supported by the manager and have access to training opportunities. They have completed mandatory training. Some staff have completed training developed by the local authority.

This training supports and develops parents' understanding of the seven areas of learning. Staff have invited parents into the pre-school to share this knowledge with them, sharing ideas and activities for children's learning at home.

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 meet the requirements of the early years foundation stage, the provider must: Due date improve staff's understanding of behaviour management strategies so that they have a consistent approach to better support children's understanding of positive behaviour 28/02/2025 plan for staff's deployment more effectively to meet the learning needs of all children throughout the day.28/02/2025 To further improve the quality of the early years provision, the provider should: provide clearer information for parents about healthy options for children's food and drink to promote children's physical well-being and understanding of healthy lifestyles nextend staff's knowledge of the curriculum intent so that they focus more precisely on the skills and knowledge they want children to learn next strengthen the organisation of group activities to enable all children's participation consistently well.

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