Severn Beach Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Warm and enthusiastic staff welcome children into this excellent setting as they rush in to play with the well-planned learning opportunities. Children self-register and talk to staff about their morning as they explore what is on offer. Children clearly feel safe, secure and confident at this exceptional pre-school.

They seek out staff for comfort or support if they feel unsure, but are mostly confident to carry out tasks independently and play with their peers. Children's behaviour is excellent. They treat their environment and toys with respect and interact positively with each other and staff.

Children get o...n well in their play and have fun, laughing together and eagerly sharing their achievements.Children and their families are at the heart of this exemplary pre-school. For example, when parents were anxious about their children starting at pre-school, staff started a parent group on site so that children became familiar with the pre-school, and transitions for children evolved at their individual pace.

The carefully constructed curriculum is skilfully designed to build on children's skills and knowledge across the age groups. Staff plan individualised support for children who need additional help. For example, when children do not yet have the skills to socialise and interact with others, small-group interventions of turn-taking games help them to join in and play with others.

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

Staff are expert at developing children's thinking and expanding their language and vocabulary. Staff value children's conversations and encourage children to talk throughout the day. Children are extremely confident and relaxed.

They laugh and enjoy their time talking to adults and interacting with each other. Staff use signing to support the young children's understanding. They reframe children's developing speech, chatting with them as they play, take part in daily routines or eat.

As a result, children's communication and language skills develop securely.Children enjoy adult-led dance activities in the school hall, which promote their physical development and musicality. They excitedly join in with songs using musical instruments and scarves, keeping in time with the music.

Even the youngest children join in happily, copying their older peers. Children who are sensitive to the louder noise use ear defenders and enjoy the same experiences.Staff plan ways to extend children's understanding of maths through daily routines and adult-led activities.

Staff expertly weave counting activities into children's play and everyday experiences. As a result, children are keen to show their developing understanding of number and happily count together.Staff give children many opportunities to develop their independence throughout the day.

For example, at snack time, children make choices about their food and drink. Staff encourage children to persevere using tongs to practise their fine motor control, saying 'It's a little bit tricky. Keep going you are doing really well.'

The youngest children watch the older children with interest and take their turn.Routines are exceedingly well embedded, and children understand the high expectations of them. For example, children happily line up to go to the hall after circle time and chat to each other.

Staff have high expectations of children's behaviour. They expertly use positive language at all times to encourage participation and shared thinking.The manager has high expectations of her staff and of the children.

Her vision drives the continuous improvement of the setting. Self-evaluation is strong and builds on what the setting can do to improve year-on-year. Staff conscientiously identify areas for development, such as valuing and representing different cultures more thoroughly.

As a result, children now have access to bilingual story books, different ethnic dolls and small-world people. The setting translates their parent newsletter into the different home languages for families. Staff proudly say that 'every child has a place in our pre-school'.

Support for children with special educational needs and/or disabilities is strong, with individualised interventions routinely implemented. The special educational needs coordinator knows each child well and all staff work together on children's next steps through continuous provision.Staff are well supported with individual development plans that successfully encourage them to further develop their own skills and knowledge.

Progress is discussed at regular supervisions, and staff are encouraged to access training opportunities. As a result, staff feel valued and empowered, and they work well as a team to support all children.

Safeguarding

The arrangements for safeguarding are effective.

All staff members have an excellent knowledge of safeguarding and how to keep children safe. They are aware of the signs and symptoms that may indicate that a child is at risk of harm. Staff understand the procedures to follow if they have to report concerns of a safeguarding nature.

They are fully aware of current issues in safeguarding, such as county lines, cuckooing and radicalisation, and how these might affect young children and their families. Staff routinely give parents information to keep their children safe online. Staff know exactly what to do if they are concerned about a child or a colleague, and who to go to for further advice and support.

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