School House Daycare And Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The day-care and pre-school setting is very welcoming and attractive for children. It has a very homely feel, which parents recognise and comment positively about. Children attend happily and feel safe.

Staff know the children in their care really well and plan purposeful activities to challenge their development in all areas of learning. Staff act as positive role models and have high expectations for children's learning and behaviour. As a result, children's behaviour and attitudes are exceptional.

Children's excellent behaviour supports a calm and nurturing environment. They are involved in agreeing the rules of the... setting and confidently talk about expectations for their behaviour. Children show consistently high levels of respect for others and for the resources within the environment.

Children are highly motivated and demonstrate high levels of involvement in activities. They are very keen to join in, share and cooperate with each other. Children have consistently positive attitudes to their play and learning and show interest in the learning environment and resources available.

Leaders ensure there is a clear curriculum and a varied range of challenging activities for all children. Staff skilfully build on what children know and can do to support their future learning.

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

Staff promote children's independence and thinking skills well.

They encourage children in the pre-school room to think about what they want to learn and what resources they will need. Staff listen carefully to children's ideas, offering suggestions and additional ideas when appropriate. Staff then carefully observe children's engagement and later discuss with them what they learned.

This promotes children's confidence, self-esteem and sense of achievement. Children's behaviour and attitudes are outstanding. This supports an excellent foundation for learning and for developing positive relationships.

Staff ensure they implement the key-person system well. This ensures that care practices meet children's individual needs. All children form strong bonds with staff and their peers.

Older children, who do not need a sleep, gently stroke younger children's hair to help them fall asleep. Staff ensure they effectively promote most children's language and communication skills. They do this through discussions, singing and story times.

However, some children are not fully involved as they have a dummy. Children are not upset or distressed therefore, the use of dummies prevents effective language development and social interaction.Children enjoy outdoor play.

They show good control and coordination in large movements, for example, when digging, transporting soil and pouring water. They show good levels of independence during the daily routine, such as when dressing for outdoor play and at mealtimes.The range of meals and snacks provided is a particular strength within the setting.

Children receive healthy and nutritious food and drinks. All staff have a clear understanding of children's individual dietary requirements and consistently ensure they meet those requirements. This supports children's health and well-being.

Mealtimes are used as an opportunity for children to learn about healthy living and food, such as 'super foods'. However, staff do not ensure they fully include all children in the group experience at mealtimes. This is due to the positioning of some children's chairs.

The quality of teaching across all areas of the curriculum is good. Children are beginning to understand securely the early mathematical concepts appropriate to their stage of development. For example, younger children identify and match colours and shapes in jigsaw puzzles.

Older children complete more complex puzzles. They can also add and subtract correctly when saying rhymes and songs that include numbers and counting.The leadership and management of the provision are strong.

Leaders and staff are fully committed to children and strive to provide the best possible care and education for each child. Staff ensure they promptly identify any children who may need some early intervention. This ensures that children receive support at the earliest opportunity, improving their long-term learning outcomes.

The setting also works well with other professionals and settings to ensure they consistently assess and meet children's individual needs. Parents express very positive comments about staff and the care and education they provide.

Safeguarding

The arrangements for safeguarding are effective.

Staff demonstrate good knowledge and understanding of how to keep children safe. They are aware of the procedures to follow, including the setting's whistle-blowing procedure, should they have concerns about a child or a colleague. All staff have a positive attitude towards continuous professional development and have completed many training courses since registration.

These include the wider aspects of child protection and safeguarding, such as the 'Prevent' duty, domestic abuse and arranged marriages. The manager evaluates training and shares learning outcomes with all staff, who work well together as a strong team.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that all children's social interaction and skills are consistently supported at mealtimes promote children's language and communication skills further, for example, by discouraging the use of dummies when children do not need them for comfort.