Stretton Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff value each individual child. They provide an inclusive setting where everyone is welcome. Children confidently and happily arrive each day and quickly settle at their chosen resources.

They form strong attachments with other children and staff. Children have good opportunities to make choices. For example, after lunch, children choose if they would like to go on a walk or bake cakes.

Children enjoy spending time outdoors. They learn to manage risks as they play. For example, children confidently use tools to carve pumpkins and scoop out the mixture in the middle.

Children are keen to explore the natural ...world. They enthusiastically look for bugs under logs and gently hold a woodlouse in their hand. Children show an interest in using chalks on a tree to make their marks, so staff introduce them to bark rubbing.

They are curious to see what happens to the paper when they rub the crayon over it. Children behave well and demonstrate positive attitudes in the pre-school. They follow the routines of the setting with very little reminder, for example, washing their hands before eating.

Children have many opportunities to develop their independence skills. At snack time they prepare their own food, pour drinks and wash up the plates and cups at the sink. They learn to dress and undress themselves for outdoor play.

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

Staff carry out home visits when children first start. This helps staff to get to know the children and families that use the pre-school and begin building trusting and friendly relationships. They value the knowledge and input that parents share about their child to help them plan for their learning.

Staff keep parents regularly updated about their children's achievements and progress. Parents speak highly of the setting.The manager closely monitors the achievements of individuals and groups of children.

She uses the information she gathers to identify gaps in learning and discusses with staff how to address them. Mathematics was recently identified as an area of focus. Staff have worked hard to address this, and staff's teaching of early mathematics has improved.

For example, during the inspection, staff skilfully weaved opportunities for children to count, group objects and learn simple calculation into many play activities. They introduced children to large numbers on a weighing scale when making cakes.Staff demonstrate a good understanding of children's individual personalities and abilities.

They closely follow children's interests and make accurate assessments of their learning. Staff provide highly targeted support for children with special educational needs and/or disabilities. They work extremely closely with other professionals and children's families to support children's welfare and learning.

Managers use additional funding effectively to help those children that receive it to progress well.Children learn about their local community and the people who live and work there. They frequently go for walks in the village to buy items at the shops and listen to stories being read at the library.

The setting is led and managed well. Managers consider the well-being of staff. Staff say they feel well supported to maintain a good work and home-life balance.

They feel confident to approach managers and the committee with their views, opinions and any concerns they may have.The manager and staff consistently reflect on their practice. They understand the strengths of the setting and where they need to develop.

Training opportunities are plentiful and used to enhance children's experiences, for example, the benefits of 'loose parts' play for children's learning.Staff talk to children in activities and encourage them to use their thinking skills. Children enjoy listening to stories, using toys and props to bring the story to life.

They are introduced to new and interesting words. However, children who speak English as an additional language have fewer opportunities to hear and see their home language as they play.On occasions, staff do not make the best use of activities to challenge and extend the learning of the eldest children.

Safeguarding

The arrangements for safeguarding are effective.Staff understand their responsibilities in helping to keep children safe. They are aware of the signs and symptoms of abuse and how to report their concerns.

Staff teach children to safeguard themselves. They talk sensitively to children during an activity about different features of a body and the body parts that are private and personal to them. The procedures for recruitment are robust and ongoing staff suitability is checked.

Staff supervise children effectively to help keep them safe. On outings children wear fluorescent vests so they can easily be identified.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease opportunities for children to see and hear their home language as they play provide more highly challenging activities to extend older children's learning.

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