St Andrews Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and eager to explore.

They enjoy coming to this friendly and welcoming setting. Children are motivated and keen to learn. They quickly become involved in purposeful play experiences.

Children are encouraged to cooperate well together. Older children take turns and share resources without being reminded, while younger children are supported to do so with gentle guidance from staff. Consequently, children learn to show respect for each other and the staff who look after them.

Older children are independent in skills such as putting on their coat, while younger children know where to find their... own lunch box. They are all very competent at washing and drying their hands. Children are supported well for future learning and school.

Staff know the children and work with them as unique individuals, to enhance their learning and development. Children access a rich and varied curriculum, which is tailored to their individual needs. For example, staff ensure that activities provided reflect what children know, can do and are interested to learn about.

Children learn about bugs and work with staff to create a bug hotel in the garden, which insects can inhabit. Children develops good finger muscles as they practise chopping and chipping away at frozen water. They learn new vocabulary, such as 'icy', 'frozen' and 'freeze', as they talk about the ice.

Skilled staff adapt the activity to suit the abilities of all the children and ensure that they make the best possible progress. Children behave very well. They listen and follow simple instructions.

Staff are calm and help children to understand what they can do.

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

Managers and staff know the families well. They get to know children and their families during their settling-in time.

This helps to establish and support positive relationships, which help children to settle quickly.Staff use observations and assessments well to track children's learning. They identify gaps in development and where to target staff support.

Recent changes have been made to improve the way staff assess and plan for children's learning. However, these changes are not yet completely embedded. This means the curriculum focus to help build on what children know and can do is not consistently promoted.

Although children make good progress from their starting point, this could be even quicker.Key persons ensure that they meet children's individual needs successfully. Staff talk enthusiastically about children's achievements.

They offer effective support to children with special educational needs and/or disabilities. Staff work closely with parents and other agencies to initiate assessment processes. Parents highly praise staff for their commitment to their children and to working in partnership, ensuring that their children get the support needed to make good progress.

Children knows and understand the daily routine, which is well organised. They enjoy free play and adult-focused group activities. These are tailored to support the children's age and stage of learning and development.

During these transition times, children know what is expected, such as tidying up before joining their group. Children focus and engage very well and eagerly participate.Children develop good communication and language skills.

Staff implement this aspect of the curriculum particularly well. Staff sing songs with toddlers, join in, and have many discussions about their play. For example, staff add words to children's babbles and repeat what they say so they hear the correct pronunciation.

Staff use Makaton to help support children's speaking, which children respond to confidently.Children learn about the world around them. For example, they enjoy learning about other people and communities different to their own.

They develop a good awareness of the wider world. This helps children to understand what makes them unique.Staff provides many opportunities to promote children's health and well-being.

For example, children have daily outdoor play and exercise, and staff encourage healthy eating. They monitor children's lunch boxes to ensure their content is nutritious and well balanced.Children self-register on arrival, and staff sign children in and out.

However, on some occasions, staff overlook the correct times of children's arrival and departure from the setting. This does not ensure consistency in record keeping.Managers provide effective support for staff.

They complete supervision sessions for staff and hold regular staff team meetings, with training provided. This includes training for higher qualifications. Staff feel that they are well supported in furthering their own professional development.

The team work well together to develop ambitious plans for future provision. This means that everyone feels part of the process in striving for improvement.

Safeguarding

The arrangements for safeguarding are effective.

Staff have completed safeguarding training and demonstrate a good knowledge and understanding of how to keep children safe. They know the procedure to follow if they have concerns about a child's welfare. Staff understand the safeguarding policy and procedure and the steps to take in the event of an allegation against a colleague.

They complete regular risk assessments and daily checks to ensure that the building, equipment and resources are safe and suitable for children. Ratios are consistently met, and all staff are continuously suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure changes to improve the way staff assess and plan for children's development are completely embedded, to promote their learning even further review and improve records for children's attendance so they are more accurate.