Riding Mill Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff make good use of the natural outdoors as an exciting learning environment. Children are incredibly happy and arrive at the setting eager to start their day.

They show a positive attitude to their learning and are keen to explore the resources on offer. For example, older children plan and construct a large tractor using tyres and crates. Younger children enjoy filling the watering can and relish pouring the water on the vegetables in the allotment.

Children show they remember what they have been taught. For example, older children remember the names of the vegetables and discuss how to harvest them. Children show... high levels of confidence and concentration as they take part in self-chosen activities.

They make dough, taking turns to add the ingredients, and squeal with delight as they propel themselves on the tree swing. This helps to support their physical development.Staff use positive behaviour management strategies, such as praise and encouragement.

Children are reminded of appropriate behaviour, for example how to use equipment safely. Children are beginning to take turns, with support. For example, staff encourage children to use a sand timer to share resources fairly.

Children confidently discuss their feelings and explain when they feel sad. Furthermore, they are beginning to understand how their behaviour might have an impact on others.

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

Relationships with parents are positive.

Parents say that they feel very well supported by the setting. Staff exchange information about children's daily activities, and parents provide information about their children's interests at home. Initial visits support children to settle into the setting.

Staff gather records and information to ensure the needs of all children are met. However, they do not gather sufficient information from parents about what children already know and can do when they start the setting.Children, including those with special educational needs and/or disabilities, are well supported.

Staff produce in-depth support plans to help to ensure that children's individual needs are met and that children make good progress in their learning. They work very closely with schools, speech and language and other external agencies to provide children with any additional support they require.Overall, children's communication is well supported.

Story times are interactive and engaging. Children listen attentively as 'Flip' and 'Floppy' the puppets tell a story. They excitedly join in, guessing the names of animals from initial letter sounds.

Children are fully engaged as they sing the welcome song. Staff ask questions that encourage children to think and develop their ideas. However, occasionally staff are too quick to offer answers during activities.

This does not support children's critical thinking as effectively as possible.Staff incorporate the teaching of mathematics into everyday activities. For example, children count as they add scoops of mud into pans and compare sizes of crates and logs.

Staff support children to develop good levels of independence. Children cut up their own fruit at snack time and put on their coats and wellies. Staff teach children to take appropriate risks and challenges as they play and learn.

For example, children climb step ladders and enjoy scaling the large wooden climbing frame. Staff have established good routines that children readily follow. Children give their friends a five-minute warning by tapping a triangle before starting tidy-up time.

The manager and her team have a clear vision of the knowledge they want children to learn before they leave the setting. They have a good understanding of how children learn and the order in which they need to learn the knowledge. For example, they encourage older children to draw plans as they build with loose parts.

Younger children are encouraged to make marks in the mud with sticks.Leadership is good. The manager understands how to support her team through regular supervision sessions and training.

The manager is fully aware of maintaining staff well-being.Staff greet children and parents warmly. They provide cuddles and reassurance for children who need it.

Children settle quickly and demonstrate high levels of curiosity as they investigate the outdoor environment.

Safeguarding

The arrangements for safeguarding are effective.Staff receive regular updates and training about safeguarding and child protection.

They are aware of wider safeguarding issues, for example the signs or changes in behaviour that may point to radicalisation or extremism. All staff are confident of the procedures to follow should an allegation be made against a member of staff. They are vigilant and complete daily checks and risk assessments that help to provide children with a safe environment.

Children learn how to keep themselves safe and assess risks well. The management team has robust recruitment processes to assure the suitability of adults working with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: gather more detailed information from parents about what their children already know and can do when they first start at the setting support staff to make more effective use of questioning techniques to extend and challenge children's thinking skills.

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