Moston Methodist Church

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Since the last inspection, leaders have improved the training and professional development opportunities for all staff. Leaders have introduced supervision arrangements for staff, which provides them with an opportunity to reflect on the previous term and to set tailored goals for the coming months.

This ensures that staff are continuously improving their practice and enhancing the outcomes for children. Staff have clear, age-appropriate rules and boundaries in place, which children understand and follow. Children behave well.

They are polite and use their manners well. Staff support children to learn how their behavio...ur may affect others. Children are developing positive attitudes to learning.

Staff support children to make play dough. They explore the different textures of the ingredients, such as the dry flour and how this changes as they add water. This supports children to develop their sensory skills.

Children use their hands and tools to mould the finished play dough to create different shapes. Staff support children's communication and language development through storybooks, singing, good-quality interactions and modelling new vocabulary. Children enjoy a 'story of the week', which they listen to as a group.

Some children revisit the story throughout the session independently and with the support of staff. This helps to reinforce the key messages in the story.

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

Leaders have devised an ambitious curriculum that is well sequenced to build on what children already know and can do.

Learning experiences are tailored to meet children's individual needs. This supports children to develop good levels of engagement in activities.Staff are always close by to support children with their learning and development.

Staff engage in conversations with children. However, staff do not always encourage children to think critically and to problem-solve. Instead, they ask lots of closed questions.

Although this reaffirms what children already know, it means that they are not always introduced to new ideas and interests to fully extend their experiences.Staff help children to learn some ways to keep themselves healthy. Children engage in a physical activity at start of the session, where they use beanbags to practise their balance and coordination.

Children have great fun moving their bodies in different ways. This also supports them to listen and follow simple instructions, which further promotes their communication and language development.Staff support children to develop their independence skills.

Children dress and undress themselves. For example, they put on their own waterproof clothing ready for outdoor play. Children self-select their snack, which is a choice of whole fresh fruit and either milk or fresh drinking water.

This also supports children to learn about healthy food choices. Children tidy up after their snack and put food waste in a clearly labelled bin. They are learning about recycling.

Children have ample opportunity to play outdoors in the secure play area. They have fun moving their bodies in different ways, such as through running and using the slide. Staff provide different obstacles for children to play with, such as crates.

This supports them to develop their physical skills.Leaders and staff support children with special educational needs and/or disabilities (SEND) well. They are aware of children's individual needs and have tailored plans in place to support these.

The special educational needs coordinator has a secure knowledge and understanding of how to make referrals for children with additional needs. This ensures that children get early help and make good progress in their learning.Partnerships with parents are secure.

Parents come into the setting for a review each term. This ensures that parents are kept up to date with their children's learning and development. Staff provide parents with regular feedback during handover to ensure that key information is shared.

Leaders and staff have established strong links with other settings, such as the schools which children will attend. They provide schools with a 'transition passport', which provides key information about the child to support the new setting to meet their needs from the start. Staff involve parents in this process, which creates a consistent approach for children.

Leaders use additional funding well to ensure that all children's needs are met. Staff access tailored training to ensure that they meet the needs of the children, including children with SEND. Leaders use funding to ensure that they have resources and equipment that also support children's individual needs, such as storybooks for children to share with their families.

Leaders evaluate and reflect on the provision and staff practice. They provide constructive feedback to staff on a regular basis and through planned meetings. This helps staff to continually improve their practice and support children to achieve the best outcomes in their learning.

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: nenhance the curriculum further to support children to build cumulatively and coherently on what they already know and can do by encouraging them to think critically and to problem-solve, to extend their learning experiences.