St Oswalds Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff are warm and caring in their approach as they welcome all children at the beginning of the autumn term. New children who are unsettled are frequently comforted by staff.

Older children arrive with great enthusiasm and they are eager to learn. They keenly find their friends and the toys they enjoy. Staff build very positive relationships with all children from when they first start.

They consistently show warmth and affection towards all children. Staff focus on children's personal, social and emotional development very well, and it is at the heart of the ambitious curriculum for all children. They get to know chi...ldren well and find out what their favourite toys are to help them to settle.

Staff support new children's independence very well as they encourage them to explore their new environment. Key staff offer lots of cuddles and reassurance to help children to feel safe and emotionally secure. New children grow in confidence.

Staff are good role models and they are very respectful in their approach. They celebrate children's good behaviour and frequently give positive praise. Staff keenly acknowledge what children know and can do, such as when they share and take turns.

This helps to promote children's self-esteem. Staff encourage children to listen to help to promote listening and attention skills, such as during circle time. Consequently, children consistently demonstrate good behaviour, and they make good progress.

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

Staff promote children's communication and language skills to a high level. They are very consistent in their approach. For example, staff repeat what children say, using the correct pronunciation, and frequently comment on their play.

Staff use these strategies consistently to enhance children's speaking skills. Consequently, children make progress in their communication development and are ready for the next stages in their learning.Children with gaps in their learning are very quickly identified and referred swiftly to other professionals.

This helps to promote a targeted approach and support all children to make steady progress.Overall, children benefit from a well-planned curriculum to meet their individual learning needs and what they need to learn next. For example, staff plan lots of exciting opportunities for children who prefer to play and learn outdoors.

For instance, children excitedly mix mud in a mud kitchen and skilfully ride balance bikes to support their physical skills. Children are enthusiastic and motivated learners. However, some staff are less confident when planning opportunities to precisely support what children need to learn next to help them to make progress to the highest level.

Children who are learning English as an additional language are supported extremely well by leaders and staff. For example, staff gather key words in children's home language to support their communication within the pre-school.Parents are full of praise for the pre-school and they comment that it is 'family focused'.

They confirm that staff gather important information when children first start, for a consistent approach. Partnerships with parents are strong.Leaders use regular evaluations and professional development opportunities to support improvements.

This also helps to promote consistency and enhance staff's skills. For example, staff who provide a targeted approach for children with special educational needs and/or disabilities welcome training to increase their skills. Overall, monitoring and evaluations are used effectively to ensure that leaders provide good-quality, inclusive care and education to all children.

New staff receive robust inductions to ensure that they are suitable to work with children. Staff who have key responsibilities are confident to take the lead in the absence of leaders. This helps to ensure the smooth running of the pre-school and keep children safe.

Staff say that they feel very well supported by leaders. They welcome regular development opportunities and supervision meetings to discuss areas for improvements and to help to promote their well-being. This means that leaders value the views of staff and regularly share their high expectations.

Leaders failed to inform Ofsted that there was a change to the committee. Although this is a breach of the requirements, there is no impact on the children or the running of the pre-school. Leaders immediately made the necessary notification.

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: nenhance monitoring to check staff's understanding and implementation of how they use their knowledge of what children need to learn next to plan more specifically to meet children's individual learning needs.