Tillingham Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive and settle quickly in the calm and welcoming environment staff create at the pre-school. Children are familiar with the daily routines and follow them well. For example, at the start of the day, they sit together and confidently say good morning to each other and staff.

Children form secure relationships with staff and are keen to engage in conversation with them. This helps them to feel emotionally safe and secure. Children's behaviour is good.

They happily take turns and share the resources. Children are polite and staff encourage good manners. Children have regular opportunities to be physically acti...ve.

Every morning, children and staff enjoy completing 'the daily mile' in the nearby field. Staff enthusiastically run with children and praise them as they persevere to finish. In addition, children have free access to play in the secure garden.

They show good physical skills and coordination as they use spades to dig the sand and pour it into the play trucks. Children benefit from a large range of play resources and activities, inside and outside. The high staff ratios mean that children are supported well as they play and learn.

Children are confident to make their own play choices and show high levels of engagement.

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

Children develop a good understanding of how to keep themselves safe. For example, before they cross the road, they know they must 'stop, look, listen and think'.

In addition, they help staff to complete the daily risk assessment of the garden.Staff provide activities to develop children's thinking and support their imagination. For example, children follow a list of simple instructions to make play dough.

They experiment by adding different spices, colouring and glitter. Children show curiosity and talk about the changes to the dough.Children's independence is encouraged at all times.

For example, at snack time, staff encourage children to pour their own drinks, use knives safely to cut fruit and wash the cups and plates afterwards. Children persevere as they put on their coats, shoes and wellington boots independently.A variety of resources are available to support children to develop their mark making skills.

For instance, they excitedly use brushes to paint water patterns on the garden fence.Staff plan activities to support children's early mathematical development. As a result, children are developing an understanding of numbers and counting.

However, at times, staff do not make full use of opportunities to promote children's mathematical development even further as they engage in play.Children enjoy daily story time sessions. They listen attentively as staff read from a range of books.

Children clearly enjoy joining in with songs and rhymes. They sit with their partners and enthusiastically pretend to 'row their boats' and excitedly jump up and down as they pretend to be scarecrows. This helps to develop children's language and early literacy skills.

Parents queue up to share their praise of the pre-school. They value the 'hard work, dedication and enthusiasm of all staff'. They comment that staff 'encourage children to be independent and teach them life skills'.

Information about children's interests and development is obtained before they start. Staff continue to assess children to track their progress. However, on occasions, they do not always identify each child's next steps in learning precisely enough, to help them make the best possible progress.

Children are supported very well as they transition to school. The manager has established strong links with staff at the local school. Children have regular opportunities to visit the school and older children have lunch there every week.

Children practise dressing in school sports kits and engage in physical education activities.The manager is highly evaluative and has a clear vision for the provision. She continually reflects on the quality of children's experiences.

The staff team evaluate the effectiveness of activities and play opportunities. They consider any improvements to promote further curiosity and wonder as children play and learn.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff team demonstrate a secure understanding of their roles and responsibilities to keep children safe from harm. They are aware of the possible signs that might indicate children are at risk of harm. The staff team know how to report any concerns they may have about children in their care.

The manager understands the procedures to deal appropriately with any allegations or concerns about those working with children. Discussions around safeguarding, at staff meetings and during supervision sessions, support the manager to ensure the continued effectiveness of staff's safeguarding knowledge.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to identify each child's next steps in learning more precisely, to help them make the best possible progress nextend the opportunities to promote children's mathematical development even further.