Whimple Preschool Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The manager and staff work together to provide an inspiring and nurturing environment for children to enjoy.

They regularly discuss what the children like and consider how best to offer more interesting and challenging activities. Staff receive good support from the committee to help them reflect on their practice and identify what they do well and the areas for improvement. Staff are caring and attentive.

They warmly welcome children and parents into the pre-school. As a result, children happily separate from their parents and enthusiastically join in with the wide range of exciting activities available. Children form... good relationships with staff and each other.

They play well together, for example taking turns to build different shapes with the large wooden blocks. Staff praise children for their efforts and children are pleased with the patterns created. Children are developing self-care skills and independence as they put on their own coats and wellies for outdoor play.

Staff have high expectations for all children. They offer a wide range of support to children with special educational needs and/or disabilities. Staff work closely with parents and other professionals to ensure children receive the assistance that they need.

Staff help children to manage their emotions when they face difficulties and to build their resilience. Children are very well behaved and polite.

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

The committee and staff work together to promote the pre-school as an important part of the community.

There are good links with the local school and other groups. Staff know children and their families very well.Staff have a good understanding of how children learn.

They provide a range of activities that are stimulating and enhance children's development. For example, children enjoy using hand whisks to make more bubbles in the water. Staff skilfully extend children's learning by suggesting the handle is turned both ways and at different speeds.

Children show delight and laugh as the foam builds.Staff place a high emphasis on promoting children's personal, social and emotional development. They regularly praise children's efforts and achievements, promoting their self-esteem and confidence.

Children play well together and build happy friendship groups. They eagerly try new experiences.Staff promote children's communication and language skills well.

They enthusiastically talk about the activities and ask children relevant questions. Staff repeat, model and introduce new vocabulary. Staff and children regularly sing songs and practise rhyming words together.

Children have plenty of opportunities to be active and spend time in the large outside play area. For example, they enjoy pretending to be pirates sailing on the large wooden boat. Staff encourage children to think about where they are going and what they will do when they arrive.

This helps to develop children's imagination skills very well. However, staff do not make the most of these opportunities to help children develop counting skills, or an interest in numerals.Children have many interesting opportunities to develop their physical skills by using a range of equipment, both indoors and outdoors.

Staff provide support to help children successfully cut with scissors and stick decorations on to Christmas shapes. Children learn to manage risks, for example when walking along balance equipment in the outside play area.Children enjoy drawing pictures on clipboards during outside play time.

Staff encourage them to think about representing different emotions as they draw the facial features. Children show a good awareness of how they, and others, show feelings and sensitivity to their friends' needs. However, they are not consistently supported to know how to name and sound letters, or develop early writing skills.

There is a strong commitment to work in partnership with parents. Staff provide parents with regular updates about children's interests and learning, so they can be supported at home. Parents are highly complimentary of the pre-school and comment on how secure and happy their children are.

Staff provide a range of nutritious snacks. They talk to children about what they are eating and promote their understanding of healthy foods. Snack time and lunchtime are social occasions.

Staff listen to children with interest and engage them in conversation. This makes them feel valued and listened to.

Safeguarding

The arrangements for safeguarding are effective.

All staff regularly complete safeguarding training. They ensure that they have an up-to-date knowledge and they understand current legislation such as the 'Prevent' duty guidance. Staff know what to do if they have a safeguarding concern about a child or a member of staff.

They monitor children's attendance and take appropriate action when needed. Staff complete regular risk assessments to ensure all areas are safe for children to play in. The manager and staff have made improvements to their safeguarding procedures.

As a result, appropriate records are maintained. Staff remind children of the importance of considering their own safety and that of others.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the planning of activities in the outside play area, to provide more opportunities for children to further develop their skills in mathematics and literacy.