Precious Wings

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children play in a safe and welcoming environment.

Relationships between the staff and children are good. Staff know the children well as individuals and meet their care and learning needs effectively. They observe children and assess their different stages of development.

Children's learning builds well on what they have already achieved. Children play cooperatively. Staff build strong bonds with the children and ensure that children understand expectations for behaviour.

Children behave well. They learn to share, take turns, and understand and express their emotions. Friendships have formed among the pre-sch...ool children, and younger children play happily alongside others.

Older children express themselves confidently, and staff effectively interpret the wants and needs of younger children whose language skills are at an early stage. Children choose and select resources confidently and make decisions about whether to play indoors or outdoors.Children are physically active.

Each day begins with children having fun during a movement to music session. They then make decisions about the available activities. Children eat healthy food, and staff ensure that individual dietary needs are known and addressed.

Staff teach children to manage their personal needs independently and understand and adopt healthy habits, such as good hygiene practices. They talk with children about why and how they should care for their teeth. Children learn about safety.

Staff choose monitors at the beginning of each day to help them complete the outdoor risk assessment.

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

Staff ensure that children make good progress across the seven areas of learning. Children develop good skills that help them to be ready for the eventual move on to school.

The provider ensures that staff keep their early years knowledge up to date. Staff identify that recent training on how to use a speech and language toolkit has helped them to assess children's language development and ensure early intervention for children who need additional support.Children's emotional well-being is given a high priority.

This is initially addressed well with a gradual settling-in procedure that is agreed with parents in accordance with their child's individual needs. Staff praise children for their efforts as well as their achievements, which helps to boost their self-confidence.Staff ensure that children who speak English as an additional language receive good support in using their home languages while gaining speaking skills in English.

Staff caring for babies react promptly to the babies' expressions and the different sounds they make. They encourage the babies to repeat words and sounds. Staff adopt effective teaching strategies so that young children progress from saying single words to putting words together and forming sentences.

Children practise their handling skills in a variety of ways. Older children's pencil control is good, and some can use scissors successfully. Young children connect construction toys.

They make marks with their fingers in dry sand.Policies and procedures are effective and inclusive for those children who attend. Children gain an understanding of diversity.

They learn about communities, families and traditions beyond their own experience.Older children choose to get involved in an activity that helps them to recognise and talk about their facial features and then use materials to create a self-portrait. Resources include small mirrors, and children laugh as they pull funny faces while looking at their image.

Young children have some opportunities to engage in sensory exploration. For example, babies grasp small balls and enjoy splashing them in a tray filled with water. However, staff do not fully support younger children in exploring and investigating different textures and play materials, or encourage the children to find things out for themselves.

For example, the children lose interest in making marks in the dry sand that is in a large tray on the floor, and staff do not consider making changes in order to inspire the children to re-engage in the activity.Staff support children's interest in books. Older children have favourite stories that they ask staff to read.

They are learning the link between sounds and letters.Partnerships with parents are strong. Parents are very happy with their children's progress.

They say that methods of communication are good.

Safeguarding

The arrangements for safeguarding are effective.Staff complete training to keep their child protection knowledge up to date.

They are aware of the signs of abuse and neglect and know the internal and local referral procedures to follow if they have a concern. Staff are aware of the duty to prevent children being drawn into situations that would cause them harm. The provider makes sure that the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

Staff identify and successfully minimise potential risks indoors and outdoors. Recruitment and selection procedures are robust.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease support for young children to explore, investigate, 'have a go' and find things out for themselves.