Splash and Dash Pre-School Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in this warm and friendly environment. Staff form strong relationships with children.

They offer bespoke settling-in sessions to ensure that each child feels comfortable and safe when they first arrive. Staff are attentive to the needs and wishes of every child. They provide a stimulating and exciting learning environment, where children are fully engaged in their play, indoors and outdoors.

Leaders have designed a broad curriculum that prepares children for the next stage of their educational journey. The curriculum focuses on children's interests and next steps in learning. Staff have a... good knowledge of their key children, which enables them to deliver high-quality teaching.

Staff manage children's behaviour well. They provide consistent strategies to help children to understand their emotions. For example, staff create an activity to identify which actions are kind or unkind.

Children use this knowledge to support their cooperative play. Staff provide opportunities for children to have space and time to reflect on their feelings and follow up with reassurance when needed. They model calm behaviour consistently and praise children's positive choices.

This creates an environment where children understand the rules and overall expectations.

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

Staff promote children's communication and language throughout this setting. They encourage children to develop a love of books through all areas of learning and their play.

Children independently choose books to read to a friend or to themselves. They talk about books they have read together. Staff tell stories at regular opportunities, such as snack time and while playing outside.

They encourage children to act out their favourite story, for example, as they climb over, under and through the obstacle course outside.Parents and carers are pleased with the progress that their children make here. They comment how accommodating staff are to meet the needs of their children and appreciate the regular feedback that they get.

These positive partnerships with parents support children's development.Leaders support staff to complete additional training that improves their professional development. Staff enjoy putting into practice what they have learned in their training to make a positive difference for children's overall development.

They communicate effectively with each other, which creates a friendly team environment.Staff demonstrate high-quality interactions with children as they talk with them throughout their day. They skilfully extend children's conversations and introduce meaningful vocabulary.

Staff encourage children to be independent thinkers and be confident to face new challenges.Staff work well with other professionals. They ensure that there is shared and regular communication between settings so there is continuity for children's learning and development.

Staff appreciate the support they receive from specialised professionals and manage suggested strategies in the setting effectively. For example, staff lead a 'bucket time' activity to focus on children's concentration and attention skills. Staff comment on the progress that children have made in this area since this new initiative.

Children with special educational needs and/or disabilities are well supported. Staff put in place effective strategies to allow all children to access the exciting curriculum. Children make good progress from their starting points in development.

Children have consistent opportunities to develop their independence, such as accessing their own fruit at snack time and putting their own coats on. Staff guide children in these tasks while allowing them to take responsibility, helping them to build and develop these skills.Overall, leaders and staff plan an ambitious curriculum to help children to make good progress.

However, the curriculum plan for toddlers is not yet fully understood by all staff. Therefore, not all children benefit from well-thought-out activities that extend their thinking skills and development.The provider did not inform Ofsted about a notifiable event.

This was an oversight, and all other aspects of leadership and management are good. The provider has notified Ofsted of other significant events and now has a good understanding of when to make notifications to Ofsted. There is no impact on children's safety and care.

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 implement the curriculum for the toddlers to help them to make the progress they are capable of.