St Saviours Pre School Great Sutton

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enter the pre-school happily and are welcomed by friendly, caring staff. Staff build secure, trusting relationships with children, which results in them feeling safe and secure. They treat all children as individuals and respect their views and choices.

In turn, children play harmoniously with their friends. They take turns, share resources and are respectful towards one another. Children's behaviour is good.

Children have access to a range of activities and resources that are based on their developmental needs and interests. They concentrate intensely as they learn about the value of numbers, different quanti...ties and amounts. Children talk about 'superheroes' and people who help them, such as nurses and fire fighters.

They speak about their families and identify differences and similarities in their appearance. Children show delight as they recognise different colours. They are active and explore the natural outdoors.

For instance, they run around, ride on push along toys and search for bugs and spiders. Children listen to stories and enjoy singing songs and joining in with rhymes. Staff provide a range of keywords and visual aids to support children's communication and language.

These great opportunities result in children being highly engaged. Children have a positive attitude and develop a wide range of skills in all the areas of learning.

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

On the day of inspection, it was found that the provider has not informed Ofsted of new committee members.

Therefore, checks have not been carried out to assess their suitability. However, this does not have any impact on children's safety or well-being as they do not have a role in looking after children at the pre-school. During the inspection the manager was very proactive and took swift and immediate action to rectify the issue.

The manager works closely with the staff team and together they aim to provide the best care and learning opportunities to children. Managers carry out regular supervision meetings and observations of staff. This helps support staff practice and identifies any further training needs, in order for them to promote the best learning outcomes for children.

Generally, staff prepare children well for school and their future learning. Children follow simple instructions and respond positively when staff prepare them for changes in their routine, such as tidy up time. Yet, occasionally, some staff are too quick to complete tasks for children.

For example, at snack time, some staff peel lids off pots and readily put on and zip up children's coats for them. This is often carried out by staff for ease and to save time. This prevents children from extending their independence and building on their self-care skills.

A well-sequenced curriculum is in place. Staff know what children can already do and plan appropriate activities that will support children in what they need to learn next. As a result, all children are making good progress.

Staff have a good knowledge of when to observe children from afar and when adult interactions will benefit children's learning. For example, children become inquisitive about a toy iron and ask why it is not hot. This leads to discussions about electricity, power and energy.

Staff ensure that they are readily available to extend children's knowledge and learning as they play.Children with special educational needs and/or disabilities are supported well. Meetings with other professionals and parents take place to discuss any appropriate strategies and specific targets.

Furthermore, a recent review of documentation that assists the referral process to other agencies has taken place. This has resulted in the time that some children wait for specialist support being reduced.Partnerships with parents are good.

Parents receive updates on their children's day and have access to a secure social media group. This informs them of what activities or themes are planned. Staff provide parents with activities for children to do at home.

However, staff do not provide all parents with ideas or suggestions on how they can further support their child's specific next steps in learning at home.

Safeguarding

The arrangements for safeguarding are effective.Staff have a secure understanding and knowledge of safeguarding children.

They have a great awareness of the signs and symptoms of abuse and the procedures to follow if they have any concerns. All staff attend safeguarding training and hold a relevant paediatric first-aid certificate. This strengthens staff's ability to keep children safe from harm and provides them with the skills to attend to children's medical needs if such situations occur.

Risk assessments are carried out and any potential hazards identified are removed. Staff supervise children well and ensure that children's safety is assured.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review ways to further promote children's independence skills and to carry out self-care tasks nenhance ideas shared with parents so that they may better support their child's individual next steps at home.