Peekaboo childcare provision

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled at this pre-school. Staff provide a calm environment and a range of resources for children to play with.

Children show that they feel secure. They display high levels of confidence. Children move around the pre-school freely, making choices about how they will play.

Staff are keen to help children learn through their play. Children enjoy a range of activities and resources, such as sand, drawing and dough. Staff talk to children about a range of topics.

Through these discussions, children learn a variety of new words, such as 'extinct' and 'hibernate'.Children enjoy their time to...gether. They make friendships and develop their social skills.

Children develop their imaginative skills as they pretend to make pizza and cups of tea for each other. They play cooperatively, taking turns to serve each other. Children behave well in the setting.

They line up and wait patiently for their turn to use the toilet and share resources independently. Outdoors, children help each other to move around the space safely. They move obstacles as they push each other on wheeled toys and show each other how to use play equipment.

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

Partnership working with other professionals is good. Staff collaborate with the on-site school nursery. They ensure that their curriculum works harmoniously with the nursery's curriculum to build children's knowledge over time.

For example, children learn about polar bears and excitedly recall how they live in the Arctic. Staff build on children's learning by encouraging discussions about different kinds of bears and their habitats.Staff interact well with children as they play alongside them.

They ask questions to promote children's thinking skills. However, at times, staff do not recognise when activities, such as jigsaw puzzles, are not sufficiently challenging for some children. This means that all children's learning is not consistently extended.

Staff have good relationships with parents. Parents are complimentary about the pre-school and staff. Staff share some information about their child's time at the setting with parents at pick-up times.

However, staff do not always consider ways to involve parents in further supporting their children's learning at home.Children develop a clear enjoyment of stories and rhymes. They enjoy listening to stories in a group.

Children eagerly anticipate and recite repeated rhyming phrases. They enthusiastically act out scenes in the story. For instance, children pretend to hide under the cover from the bear.

This helps children to develop the important literacy skills they need for future reading and writing.Staff encourage children to follow good personal hygiene routines. Children wipe their own noses and know to put the tissues in the bin.

They know to wash their hands afterwards. This helps to promote children's health and well-being.Children develop good independence skills.

Staff consistently encourage children to try things for themselves. For example, they encourage children to put on their own coats and select their own resources. Staff offer children positive praise for their achievements, which helps to promote their self-confidence and prepare them for their transition to school.

Children have good opportunities to practise their physical skills, indoors and outdoors. They strengthen their whole bodies as they run, ride on wheeled equipment and spin large hoops around their waists. Children use their hands to manipulate sand and dough, strengthening their hand muscles.

This helps children to learn to keep themselves physically healthy and develop the skills needed for their future success.Staff are aware of the impact of the COVID-19 pandemic on children's development. They have identified that some children require additional support with their social and emotional development, as well as their communication and language skills.

Staff monitor children's progress and put plans in place to help children. As a result, children make good progress in relation to their starting points in learning.

Safeguarding

The arrangements for safeguarding are effective.

The premises are safe and secure. Staff know how to keep children safe. They recognise potential risks within the environment and take action to minimise these.

Staff understand their responsibilities in relation to safeguarding children. They have a good knowledge of a range of safeguarding issues, such as female genital mutilation and domestic abuse. Staff can identify the signs that a child is at risk of harm.

They understand the action to take if they are concerned about a child's welfare. The manager knows how to correctly manage allegations.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nadapt activities to ensure that all children are challenged in their learning and benefit from the very best learning experience share more information with parents about their children's development so that they can further support their learning at home.

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