West Hill Life Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy and settled at the pre-school. They separate from their parents well and form close bonds with their key person.

Staff provide children with comfort and reassurance when they need it, which helps them to feel emotionally secure. Children eagerly choose activities they would like to participate in. They learn to develop their independence skills.

They choose activities, put on their own coats, pour drinks and serve their own snack. Children have various opportunities to develop their physical skills and learn to move in different ways. For example, they walk safely up and down steps and join in with move...ment games.

Staff generally interact well with children in their play. However, the quality of education and practice is variable. Staff do not always identify and respond to children's curiosities and support their learning further.

Consequently, some children miss out on opportunities to help them to build on what they already know and can do. Despite the variable teaching, staff encourage children to develop a love of books and stories. Children eagerly gather around on the carpet to listen to staff read familiar stories.

They concentrate and listen well. Children excitedly join in with familiar phrases and predict what will happen next in the story. Staff encourage them to retell their favourite story to the group.

This helps children to become confident communicators.

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

The manager has worked hard, with the support of external agencies, to make improvements and raise the quality of the pre-school. Overall, outcomes for children have improved.

However, there are still some weaknesses in the quality of teaching. Staff do not always provide high-quality interactions to help extend and challenge children's learning. This means some children do not have opportunities to make consistently good progress in their learning.

The manager and staff team have significantly improved their safeguarding knowledge since the last inspection. They have accessed additional training to support them to develop their understanding of safeguarding procedures. This has had a positive impact on children's safety and welfare.

Staff receive regular supervision and training. Recent training has supported the staff team to introduce helpful strategies to support children's communication skills. However, the support that leaders provide to staff has not been targeted well enough to ensure that all staff receive the guidance they need to improve their teaching skills.

The special educational needs coordinator works to get early help for children in the pre-school. She makes referrals to relevant services so that children with special educational needs and/or disabilities, and their families, receive the help and support they need.Children have access to fresh drinking water, enjoy healthy and nutritious meals and have daily opportunities for physical play.

Overall, this helps to support their healthy lifestyles. Staff encourage children to wash their hands before mealtimes. However, staff do not always provide opportunities for children to learn about good hygiene routines at other times.

Staff support children to learn about behaviour expectations. Children learn to listen and respond to instructions. Staff encourage children to tidy away toys and care for their environment.

Children receive regular praise for their efforts and achievements. This helps to build children's confidence and self-esteem.Parents comment that their children happily attend the setting.

They say they have seen their children make progress, such as beginning to dress themselves. Parents feel that communication has been improved. However, staff do not ensure that all parents are aware of their children's next stage of learning, to support them even better at home.

Safeguarding

The arrangements for safeguarding are effective.Staff are confident in their roles and responsibilities to protect children from harm. They have a secure understanding of the signs and symptoms that might indicate that a child is at risk of abuse.

They understand the reporting procedures should they have any concerns about children's welfare or in the event of an allegation against a member of staff. Risk assessments are embedded to ensure children's safety is given high priority in the pre-school and when they go on daily outings. Recruitment procedures are robust.

This helps to ensure that those working with children are suitable for their role.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date improve the monitoring of staff practice and provide staff with effective coaching, training and support to raise the quality of teaching to a consistently good level.11/01/2024 To further improve the quality of the early years provision, the provider should: noffer more consistent support for children to learn about good hygiene routines nimprove arrangements for ensuring that all parents know their children's next stages of learning, to further support learning at home.