Warmsworth Community Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and busy from the start of the session to the moment they are picked up at the end. The manager and her close staff team create a warm, welcoming and secure environment.

Children, including those who are new to the setting, confidently settle into the daily routines because staff help them to feel safe and well cared for. For example, they spend a significant time getting to know the children and their parents before they start, through well-planned induction sessions. Children are well behaved.

They understand what is expected of them and staff give them the guidance and freedom to appreciate and ma...nage their own emotions and feelings. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND), to achieve well in all areas of learning and development. They support children to make strong progress and prepare them well for later learning and their eventual move to school.

Children have many opportunities to work independently, in groups and with those of different ages. This contributes positively to good attitudes, tolerance and understanding of others. Parents typically comment on the very good bonds children form with staff and other children.

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

Staff make very good use of additional funding to support vulnerable children and those with SEND. For example, they provide one-to-one care using experienced practioners well trained in the individual needs of the children they care for. Staff work constructively with other professionals to manage the needs of those children who require additional care or support for their learning.

The pre-school staff work extremely closely with other settings children attend. They are proactive in appropriately sharing information to ensure high levels of consistency in children's experiences and to help them promptly and securely reach their next steps in learning.Staff systematically plan activities and resources to develop children's skills and knowledge.

They base learning on children's known interests and a thorough knowledge of the stages of children's development. They take all opportunities, overall, to promote learning in all areas of development. For example, they make very good use of snack time routines to build children's communication and literacy skills, as well as promoting their manipulative skills and an awareness of safety when they slice fruit and spread butter.

The manager provides clear and decisive leadership. She has created rigorous procedures for senior staff to observe, evaluate and improve the quality of provision. She supports staff to take good advantage of training and development, providing time and resources.

This has made a good contribution to the development of the curriculum and support for children with SEND.Staff strongly promote children's love of books, songs and rhymes. For example, children love choosing the songs to sing by selecting from a range of picture charts and leading the other children in song.

They develop the skill to sing tunefully because of staff's good example and they enjoy providing instrumental accompaniments.The partnership with parents is extremely strong. Parents welcome the regular communication they receive through messages, photographs and regular discussions and open evenings.

Staff provide detailed reports at regular intervals on children's progress and engage parents well in supporting children's learning at home.Staff set high expectations for children's behaviour. They create safe spaces for children who need to develop their awareness of their own and other's needs and nurture them through well-considered guidance and support.

Children are creative and independent and follow instructions well. Older children set very good examples for new or younger children to follow.The manager has recently introduced new procedures for even more precisely pinpointing children's achievement and linking to future planning.

The procedures are not yet fully embedded to raise children's achievement and further strengthen staff's management of their time.On a few occasions, staff do not interact as effectively as they could to support children's emerging vocabulary to the highest levels.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a thorough knowledge of child protection procedures. This includes identifying signs that children are at risk of influence from extremist attitudes. The manager supports staff to regularly access good training opportunities to refresh and update their understanding, including regular discussions at staff meetings.

There are robust procedures to ensure staff are suitable to work with children. Staff are vigilant and deployed well to make sure children play in a safe and secure environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen further the assessment and planning procedures to precisely and efficiently identify children's ongoing progress to drive standards even higher build on strategies, including staff's interaction skills, to further extend children's vocabulary.