Ready Steady Grow Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff support individual children's emotional needs well in this inclusive setting. Children develop a sense of belonging and feel valued.

Staff promote children's good behaviour and positive interactions with their peers. For example, during a physical activity children clap, cheer and encourage each other. They follow staff instructions well to learn to keep safe during play.

Children form friendships. They invite their friends to play with them, hold hands with them and happily set out together to choose an activity for their play. Staff plan a range of activities to promote children's understanding of shapes, numbe...rs and counting.

For example, younger children learn to count up to five objects. They learn to use their fingers to count. They know how to identify shapes, such as 'circle' and 'square'.

Older children learn to count the dots on a dice. Staff teach them how to use the weighing scales. They use this opportunity to introduce children to mathematical language, such as 'heavy' and 'light'.

Leaders, managers and staff have a good understanding of individual children's needs, their backgrounds and what they know and can do. They use this knowledge well to plan an ambitious curriculum that meets the needs of individual children. Children with special educational needs and/or disabilities make good progress from their starting points.

Leaders use funding effectively to enhance opportunities for children to catch up with their peers.

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

Staff carry out regular assessments of children's progress and share information effectively with parents and professionals to plan support for individual children. They work in partnerships with schools.

For instance, they invite teachers to observe the children at the setting prior to children's transfer to school.Staff promote children's curiosity to explore books. They use props to capture children's interest and support their understanding.

Children who need support with their speech and language are encouraged to repeat words. Younger children learn to turn book pages and show interest in illustrations.Staff promote children's understanding of sequence and routines.

For example, they provide children with clear instructions on how to begin and complete an obstacle course. They promote children's choices, for example, by encouraging children to choose whether to go 'over' or 'under' the bridge.Children build on their hand-to-eye coordination, for example, as they learn to throw a beanbag into a hoop.

Staff challenge their learning by placing three hoops in a row. Children progress from throwing the beanbag into the nearest hoop to the farthest hoop. Children have fun as they exercise.

Staff teach children to share and take turns during play. For example, children form a queue and wait for their turn to use the slide outdoors. Staff support children's understanding of transitions between activities effectively.

For example, they show children a timer and explain to them when it is time to tidy up and move on to the next activity. Children cooperate well with routines.Children build on their creativity as they join in music and movement sessions with the staff.

They copy actions, for example, as they wave ribbons in the air while they sing and move their bodies to the music.Staff provide opportunities for children to learn about people's similarities and differences. They use pictures of children and their families to encourage them to talk about people they are familiar with.

They take children on outings, such as to the farm, to help children learn about animals. However, children do not have as many opportunities to explore natural materials during their play to support them to extend further on their understanding of the world.The staff work in partnership with parents to promote children's understanding of a healthy lifestyle.

They use opportunities such as children's role play to have discussions with children about healthy eating.Staff plan a range of small-group activities to engage children in focused play and learning. However, during some activities, children who are hesitant are not provided with the best possible support to encourage their participation.

Parents provide positive views about the staff team and the support for their children. The curriculum is planned well taking account of children's backgrounds and their needs. Parents of children who speak English as an additional language state that their children make good progress in their communication and language skills.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and strengthen the planning of group activities to enhance support for children who are hesitant to participate strengthen opportunities for children to access and explore natural materials and to extend further on their understanding of the world.