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What is it like to attend this early years setting?
The provision is good
Children benefit from meaningful learning opportunities. They demonstrate they feel safe and secure in the inclusive pre-school.
They confidently make choices about where and what they would like to play with inside and out. At times, children with special educational needs and/or disabilities (SEND) require encouragement to find activities of choice. Those children are encouraged by proactive staff and engage positively.
Children value and respect each other and their environment. They respond to rules and boundaries. Children and staff work together to tidy the environment and prepare for their next activities. <...br/>Children thrive when given responsibilities to help maintain their environment.Staff have high expectations for all children. A large number of children attending speak English as an additional language, receive additional funding and have SEND.
They are fully supported to make good progress by professionals working together in the pre-school and externally. Children are confident to share their favourite activities and talk positively about previous learning experiences, such as planting vegetables. Children talk about how the seeds like to be warm, which is why they need to cover them.
What does the early years setting do well and what does it need to do better?
Leaders coach and guide staff to support high-quality practice. Staff speak positively of the support, particularly in relation to their professional development and the impact this has on the education children receive. For example, a number of staff have advanced training to support children with SEND.
Leaders and staff implement a curriculum that supports and challenges all children to develop at a good rate which is unique to them. They use assessment well to monitor children's progress. They identify gaps and take action to close them.
Staff know the children well and have the skills to adapt activities in the moment. For example, children eagerly explore messy play foam. Some children explore the texture in their hands while others are encouraged to form recognisable letters.
Children's communication and language are supported well. Staff use individual techniques to help all children to communicate their needs and wishes and understand those of others. They use signing alongside the spoken word to support effective communication.
Staff work closely with other professionals to break down language barriers for those children who speak English as an additional language and require translation.Children are supported to understand how to keep themselves healthy. They excitedly take part in their daily music-and-movement session.
They sing along to the catchy rhymes while following the actions. Staff also promote positive discussions on healthy food choices at mealtimes. This helps to embed the importance of living a healthy lifestyle.
Staff promote children's independence skills effectively and encourage them to take safe risks during their play. For example, children demonstrate a can-do attitude when using a tyre swing and navigating their way up and over climbing apparatus. They receive praise from staff for their efforts, which helps to motivate them and builds their self-confidence in their own abilities.
Children behave well. However, when conflicts do arise, staff are sometimes too quick to intervene. This prevents children from developing the skills to manage their own behaviour and work through conflicts with others.
Children happily follow the routine of the day and manage the structure well. However, during some parts of the day, there are unnecessary interruptions to play, which hinders continuation of learning.Parents speak highly of the support they and their children receive from the pre-school, particularly those children with SEND.
They comment that the pre-school goes above and beyond to work with other professionals to support their children's needs. However, some parents comment that they do not receive much detail during handovers and would welcome this to be reviewed. For example, at collection time, there is limited opportunity for children's key persons to handover to parents.
Safeguarding
The arrangements for safeguarding are effective.Leaders and staff have a good understanding of their role to safeguard children. They successfully work in partnership with other professionals to share information to ensure children's safety.
Staff are knowledgeable about the signs and symptoms that a child may be at risk of harm. They are clear about the procedures they must follow, internally and externally, to report any concerns to concerns about children or colleagues. Leaders keep staff updated with local safeguarding information during weekly staff meetings.
Robust risk assessments are in place. For example, staff are deployed well to supervise children at all times.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: review the organisation of the day to prevent any unnecessary interruptions to learning and to enable the most effective dialog between key persons and parents at drop-off and collection times consider ways to enhance how children are supported to manage conflicts between themselves.
