The Oaks Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting knows that children learn best when they feel safe and secure. Leaders take the time to get to know the children and plan a range of activities to support their interests.

Children enter happily and enthusiastically call out to their friends. Staff are kind and build warm, caring relationships with the children. This helps children to settle.

Staff are ambitious for children and want them to succeed. They know when to step in to provide additional support. For example, staff help children select the right tools to shape the dough.

Children smile in delight when they succeed.Staff are positive role ...models. They have appropriate expectations for children's behaviour.

They use effective methods to praise and reward children. This helps children to learn positive behaviours, such as sitting on the carpet at circle time and taking turns. Children are much more able to explain to staff how they are feeling by using simple hand gestures, such as a 'thumbs-up.'

Consequently, children can express how they are feeling and know that there are adults there to support them.Staff encourage the children to be as independent as possible. Children pour drinks for themselves and for their friends.

They put on their coats and concentrate intently as they attempt to fasten the zip. In addition, children enjoy undertaking jobs, such as helping to sweep up the sand with the dustpan and brush. They happily tell staff, 'I can do it.'

These tasks help all children, including children with special educational needs and/or disabilities (SEND), to prepare for the next stage in their learning.

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

The setting has made improvements since the previous inspection and has a clear development plan for the pre-school. For example, there are plans to develop the outdoor play area to enhance the outdoor curriculum for children.

Staff supervision and support has improved. As a result, staff have a clear understanding of their roles and responsibilities, which contributes to the good-quality provision.Support for children with SEND is good.

The setting identifies when children may need additional help with their learning. It has effective links with partner agencies to support the children. Furthermore, it creates bespoke plans that enable children to work towards specific goals.

Consequently, the setting is narrowing the gap in children's learning.Children enjoy a balanced curriculum. Staff use the children's interests to help them engage in their learning.

Overall, staff are aware of the next steps for children. However, on occasion, they do not always use their knowledge of the next steps to extend children's learning. As a result, some children are not as engaged as others in their learning.

Leaders provide a range of interesting activities that support children's communication. Children thoroughly enjoy talking to their friends about the sandcastles they have built. However, staff do not always identify when some children become a little overwhelmed and are not fully engaged in discussions.

This does not fully support children's confidence and ability to engage in two-way conversations.Children delight in moulding dough and competently use a variety of tools. They eagerly share their creations with others explaining, 'It is a cake and it is hot!' Children have access to a range of writing implements, such as crayons and paint brushes.

These activities help children to develop the coordination and muscles they need for early writing.Leaders provide opportunities for children to learn about numbers, shapes and measures. Children confidently talk about 'heavy', 'light', 'bigger' and 'smaller'.

Consequently, children develop an awareness of early mathematical concepts.The setting supports children to learn about good health and hygiene. For example, staff talk to children about the benefits of eating fruit and vegetables.

Children also understand that they need to wash their hands so they 'can get rid of the germs'. As a result, children develop an awareness of how to support their own good health and well-being.Leaders are aware of the importance of children becoming confident communicators.

Children join in with the welcome song and greet their friends in turn. Staff carefully repeat words so that children hear the correct pronunciation, such as 'pat, pat, pat.' These engaging activities support children's acquisition of language.

Effective relationships with parents have a positive impact on children's learning and development. Leaders share ideas with parents, such as reading stories at home with their children. This helps to extend children's learning.

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: support all children to participate in activities and discussions to enhance their confidence and communication skills further support staff to identify what children need to learn now and next to help build on children's prior learning.