Netley Abbey Pre-school

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently enter the pre-school and separate from their parents with ease. Staff help children to settle and place a strong focus on their happiness. They support children to make progress in their learning and development.

For example, staff base themselves in key areas, such as the home corner, to extend children's play. They chat with the children about their shopping lists and engage in make-believe parties for the baby dolls.Staff understand the youngest children sometimes struggle to listen and share.

Therefore, at story time, they break into small groups. Staff provide a copy of the same book for the y...oungest children each to hold and turn the pages. This helps develop their concentration skills as they look at the pictures and join in with the story.

Children freely access the activities staff provide. They express interest in nature as they excitedly talk about the spiders they have seen in the roof of the playhouse. Children say the spiders are ginormous, and not medium-sized.

They later recall how the creatures have now shrunk and are smaller than they were. This demonstrates an understanding of mathematical language as they explore together and happily share their findings with adults.Staff have high expectations for children's behaviour and children understand the rules and boundaries.

Children are kind and courteous towards their friends and staff. All children, including those with special educational needs and/or disabilities (SEND), are making progress from their starting points.

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

The leadership team have made improvements since the last inspection.

The special educational needs coordinator (SENCo) has attended training to update their knowledge. They work effectively with other agencies. This helps to ensure children receive the support they need swiftly.

Staff have updated their knowledge and undertaken paediatric first-aid training. They are aware of how to respond in the event of children having accidents.The leadership team uses supervision to effectively aid staff's well-being.

Staff comment positively on their personal experience of supervision and how supported they feel. However, the leadership team does not fully use supervision sessions to identify minor inconsistencies in teaching practice. As a result, they do not always address these quickly to further develop staff's teaching practice.

Overall, staff promote children's language development well. Staff provide a sociable environment, where children practise their conversational skills. However, occasionally, staff do not give children, particularly the youngest, the time they need to process questions and respond.

This means children's emerging language skills are not always fully supported.Staff encourage children to adopt healthy practices. For instance, children wash their hands after using the toilet and before meals.

Staff offer children water or milk and children pour their own drinks from the jugs. However, staff do not have consistent arrangements to help children understand about maintaining a healthy diet.Partnership with parents is good.

Staff provide information in the reception area to aid parents, such as leaflets about dummies. They provide regular communication and hold parents' evenings to discuss children's progress. Parents value the photographs they receive, showing their children settled and happy.

They appreciate help with school applications and support with their children's ongoing development.Children develop their physical skills as staff plan a wide range of activities to encourage them to be active. For example, they strengthen their large-muscle skills as they kick the balls outside.

Children shout 'goal' as they expertly aim the balls into the nets. They develop their small-muscle skills as they paint and draw in the art area. Children skilfully use scissors to cut paper and card for their creations.

This helps children to make good progress in their physical development.Staff help children to develop positive attitudes to learning and to persevere in their play. They set up activities designed to encourage children to think for themselves and be creative.

For example, children concentrate when making 'motorbikes' with the large construction pieces the staff provide. They show a sense of achievement as they hand over their finished creation to their friends.The key-person system is embedded effectively and staff know the children well.

Staff have developed a curriculum that builds on what children can do. They have appropriate expectations and there is a strong focus on children's personal, social and emotional development. This helps children feel safe and secure in the pre-school.

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: build on supervision arrangements to ensure staff receive well-targeted coaching and training to help them develop their role strengthen staff's understanding of how to further encourage the development of younger children's emerging language skills review and improve arrangements for helping children learn about the importance of healthy food choices.

Also at this postcode