Sutton-on-Sea Sandcastles Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time in the calm, warm environment of the pre-school.

Staff provide natural materials which have a wealth of interest for children's learning. For example, children sit in a real rowing boat to look at books about the sea and drive their diggers through sand. Staff plan for children's learning, following each child's interests.

Children happily and confidently make decisions on the direction of their learning. Children's individual needs are well met as staff use their knowledge of the children to adapt the support they give. For example, while children are looking for spiderwebs, some were confide...nt to explore higher levels of the room by safely using climbing equipment.

Staff are nearby and wait to be asked for their help. This enables all children to build their self-esteem, challenge themselves and take risks appropriate to their level of ability.Staff have high expectations for all children and their nurturing approach is central to their success.

They praise and value children's achievements, no matter how small. Children are kind and supportive towards one another. For example, they help one another onto the rope swing and take turns to push their friends.

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

The passionate manager values her dedicated staff. They work very well together and are an enthusiastic and committed team. The manager appreciates how hard they work, and staff say they feel well supported.

The manager and her staff have a clear vision for the pre-school. Staff provide a well-thought-out curriculum that builds on children's interests and what children already know and can do.Partnerships with parents are excellent and staff are exceptionally good at supporting the families.

Parents say that the pre-school is a hidden gem. Staff give parents regular feedback and communication. Parents are delighted with the progress that their children are making.

Children's communication and language skills are developing well. Staff talk with children about what they are doing. This helps children link words to actions.

Staff ask questions that encourage children to think critically and explain their ideas. Children's vocabulary is extended as they talk about how the camera works, what buttons to press and what their photographs are of.Staff show sincere interest in what children are learning and encourage them positively.

For instance, they play alongside children as they build train tracks and introduce mathematical words and discuss interesting ideas. This nurture ensures children feel confident to take risks physically and emotionally. Children build secure relationships with their key staff.

Staff ensure the environment is welcoming, stimulating and safe for all children. Children are confident, friendly and behave well. Staff are positive role models and teach children to listen to one another, communicate positively, and be caring.

Children respond well; they share toys, listen to each other's ideas, and develop valuable social skills which prepare them for their future lives.Staff develop children's early reading and writing skills well. Some children begin to match sounds to letters and can identify those in their names.

They have many opportunities to strengthen their hands and make marks in readiness for writing. Some children are starting to form recognisable letters and are learning to write their name.Children attend a 'beach school' during the year and explore the coastal environment and wildlife.

They join in with a wide range of community activities, such as 'Village in Bloom' and the 'Christmas Tree Festival' at the local church. Staff plan these activities based on their awareness of children's experiences, and help them to broaden their knowledge of their local community and the world around them.Children enjoy nursery rhymes, songs and stories.

However, the staff's use of strategies to support the youngest children were not successful in engaging them fully. They lost interest in the singing and did not fully benefit from the session.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of what constitutes a safeguarding concern. They know who the designated person for safeguarding is and understand the procedures to follow to protect children from harm. The manager ensures staff keep their knowledge up to date.

Staff attend training courses, access online training, and have half-termly staff meetings. They know how to implement the pre-school's whistle-blowing policy. The manager follows effective recruitment and vetting procedures to ensure that staff working with children are suitable to do so.

Staff identify and address hazards through risk assessment. Children are supervised well in all areas of the pre-school.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on arrangements for the professional development of staff, to enhance the quality of teaching within song and rhyme sessions.