Piccolo Pre-School Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are greeted enthusiastically by staff as they arrive at the warm and welcoming pre-school.

Leaders and staff have high expectations for children and are committed to providing an inclusive environment. The key-person system is securely in place and staff have a good knowledge of the children in their care. Children build warm, trusting relationships with their key person and show good levels of emotional well-being.

The curriculum is designed effectively to give children the essential skills they need for their future learning, including starting school. Staff obtain important information about children when t...hey first start, including what they know and can do. Parents are involved in these initial assessments so that staff can start planning appropriate learning opportunities from the outset.

Parents comment that they are extremely satisfied with the service provided and with the good progress that their children are making. They say that children settle in well and look forward to attending the pre-school. Children show that they feel happy and safe.

They are active learners and and engage with the many resources and activities provided.Children behave well. Staff are very good role models.

They give children regular praise and offer opportunities for them to have some responsibilities. For example, children serve their own snacks and wash up their cups and bowls. Children take pride in their achievements and celebrate their successes.

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

Children interact well with others and demonstrate skills in problem-solving. For instance, when they build a tower, they suggest they could use a chair and stand on this, so that they can stack more blocks on top. Staff use these spontaneous opportunities to help them to develop an awareness of how to manage risks and stay safe.

Children and staff work together to solve the problem. This is illustrated when children recognise that the member of staff is taller and, therefore, can help to build the tower higher.Staff model vocabulary well and promote children's communication and language skills effectively.

Throughout activities they provide a commentary, model good speaking skills and introduce new words. All children, including those who speak English as an additional language, make good progress from their starting points.Overall, staff have a good understanding of how children learn and develop.

They complete regular assessments and track children's learning, to help identify significant gaps in their progress. However, they do not always use these effectively to help identify less obvious gaps, across all areas of the curriculum. For example, leaders and staff have not identified gaps in children's understanding of technology, and do not regularly make these resources easily accessible.

Children generally engage with staff and take part in the experiences offered to them, for example when using a range of materials to make patterns during craft activities. However, at times, staff do not always respond quickly to non-verbal cues from less confident children. For example, children were observed watching a craft activity, and staff did not promptly encourage them to join in.

Subsequently, not all children benefited fully from the activity.Children manage their own feelings and behaviour effectively. They share and take turns, play alongside others very well and are extremely polite.

Children demonstrate respect for the staff and their peers. For example, when asked to tidy up, they respond quickly to instructions.Staff promote good hygiene practices with the children.

They encourage children to manage their care routines, for example independently washing their hands. However, staff do not always use mealtimes as an opportunity to support children to understand the importance of making healthy choices about food.Children enjoy the time they spend outdoors, and staff provide a good range of activities to help them to become physically active.

For example, children show great skill and control as they balance along beams and wooden apparatus.Leaders monitor staff regularly and observe them in their role. They make suggestions as to how staff can improve their practice and plan targeted training opportunities to help them develop their knowledge and skills.

Safeguarding

The arrangements for safeguarding are effective.Leaders and their staff have a secure knowledge of what to do if they are concerned about a child's welfare. They can identify different indicators of abuse and know how to report concerns, including the relevant agencies to contact, if appropriate.

Recruitment processes are in place to ensure staff are suitable to work with children, and staff are aware of procedures and actions if they had a concern about a colleague's practice. The premises are safe and secure and are risk assessed daily.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nuse assessment information more precisely to identify gaps in children's knowledge and plan activities across all areas of learning help staff to recognise when less confident children want to participate in activities, so that all children are included nuse mealtimes more effectively to help children understand the importance of healthy eating.