Pilgrims Way Pre-School

Highlights from Latest Inspection

Summary of key findings for parents

This provision is good • The ambitious provider works extremely hard to achieve good outcomes for all children and narrow the gaps in their achievement.

She gets to know each family well and is proactive in sourcing support from external agencies and other professionals. • The positive interactions between the staff team provide a good role model for children. In addition, staff share the responsibility of daily tasks and contribute to the weekly planning.

This helps to aid the smooth running of the pre-school. • The key-person system is managed well to support children's learning and development. This enables staff to effectively oversee and consistently plan for their ...next steps in learning.

For example, the provider has assigned each staff member to a group of children who are similar to each other in age, ability or needs. • Staff note children's interests and provide them with a range of stimulating activities. For example, children have opportunities to explore the texture of jelly and soil as they search for insects.

They paint with brushes made from part-cooked spaghetti. • The provider makes effective use of the additional funding children receive. For example, she arranges for a sports coach and a dance teacher to visit the pre-school each week to help promote children's physical agility.

During a dance session, children gently wave their hands to represent the fins of a fish, stretch their arms wide to swim in the imaginary ocean and lay down to swish their mermaid tails. • Partnerships with parents are well established. Parents are very happy with the care their children receive and comment that the staff are friendly, familiar to them and very approachable.

They feel there is nothing the pre-school can do to improve. • The provider does not make the best possible use of the meetings she has with staff to monitor and evaluate their practice, in order to raise the overall quality of teaching to the highest level. • At times, staff do not build further on children's good understanding of the expectations of behaviour.

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