Rushcliffe Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children eagerly arrive at pre-school happy and are excited to see their friends and the staff. They find their written name card and independently self-register.

Children show they feel extremely safe as they confidently go off and get 'stuck in' with the different resources and activities on offer. Children have excellent social skills and are imaginative in their play. For example, a small group of girls and boys play harmoniously together with dragons, fairies and dinosaurs for a sustained period of time.

They happily create their own characters as they play.Children's behaviour is exemplary. They are kind, ...considerate and show a great awareness and understanding for one another's feelings.

Staff have extremely high expectations for all children. They consistently encourage children to do things for themselves, to find things out and introduce new knowledge and vocabulary at every opportunity. For example, new children are quickly encouraged to use the water canister and a glass to get a drink when they are thirsty.

Children learn about countries as they look at a globe. Staff discuss the top of the globe and how polar bears live there. They challenge children to think about the weather and the snow.

Children make the connection that 'Santa' lives in the North Pole and staff quickly extend on this with their excellent teaching skills. Children develop detailed knowledge and a wide range of skills across the seven areas of learning. They are well prepared for their move on to school.

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

Both the providers are also the managers of the pre-school. They lead an extremely experienced and committed staff team with passion and drive. Children receive high-quality care and education, and families gain extremely helpful support from the staff team.

Staff comment positively on how their well-being is nurtured and feel they work in a supportive environment.Self-evaluation is firmly embedded. The management team demonstrates an uncompromising pursuit of excellence.

It is always reflecting over the day, the curriculum it provides, and the progress children make. Plans for the development of the provision are focused sharply on the needs of the children attending.The key-person system is highly effective.

Children are introduced to their key person during a home visit, and a gradual introduction helps to support their emotional security. As a result, children are extremely happy, confident and explore their surroundings with a sense of ownership.Children show off their advanced physical skills while climbing large equipment.

They engage in imaginative role play when they are at the top as they wave a large 'pirate flag'. They soon climb down and quickly jump off to gather more treasure. Staff cast a watchful eye over them but allow children to test out their physical skills and take risks in a safe environment.

Staff know the children exceptionally well and trust the children's understanding of their own capabilities and limitations.The providers use their early years expertise to provide staff with highly focused support to enhance their knowledge and practice. For example, recent training has improved staff's skills in enhancing children's learning through the environment.

Staff are now using more visual prompts, a timetable and sign to provide exceptional support for children who speak English as an additional language. As a result, these children make rapid progress with their speaking skills.Children practise their excellent literacy skills in a variety of ways.

Younger children choose to use paint to make marks on the easel or use sticks to make patterns in the play dough. Older children develop very good pencil control. Several children write their name clearly on the pictures they have made.

The planning of activities wholeheartedly reflects each child's learning needs and interests. Staff form excellent partnerships with parents. They gather detailed information about what children can do and skilfully build on this to extend children's learning and experiences.

For example, staff provide children who have not yet experienced public transport with the opportunity to visit the local library via a bus. Children excitedly recall this and talk about how they 'loved riding the bus and listening to the lady tell the story'.

Safeguarding

The arrangements for safeguarding are effective.

The manager responds to potential safeguarding issues with rigour to ensure that children are protected. Staff have a deep understanding of their responsibility to report concerns. Very robust recruitment procedures ensure the suitability of staff to work with children.

All staff, including students, have a very thorough induction to confirm their suitability to work with children. Managers work exceptionally well with outside agencies to ensure children are safeguarded as best they can be. Staff receive regular training around safeguarding children to ensure they are continuously up to date with any new guidance and legislation.

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