Wick Pre-School CIO

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders have high expectations for all children. They plan and deliver a curriculum that builds on what children know and can do. There is a key focus on developing children's personal, social and emotional development and children's communication and language.

Children are happy and settled. They form strong bonds with their key person and each other, which helps them feel safe and secure. Children are kind.

They take pride in helping one another. For instance, they give a teddy bear to a child who is a bit unsettled and help each other to find their shoes and socks. To support children's individual needs, staff work ...effectively with parents, external professionals and other providers that children attend.

Staff monitor children's development regularly to ensure that any gaps in their learning are quickly identified and addressed. Leaders apply for additional funding, when required, to help children get all the support that they need to enable them to make good progress in their learning and development. Leaders use additional funding well to support children's individual needs, for instance through staff training to enhance teaching or by purchasing specific resources.

Children access a wide range of learning opportunities at the setting and through outings into the local area to build their knowledge, confidence and social skills. Children are keen to explore their welcoming and safe learning environment, which supports their independence and confidence well. Children show positive attitudes to learning.

They show determination when putting their coats, socks and shoes on and when building models using an array of resources.

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

Partnership with parents is strong. Leaders offer support and guidance to children's families.

For instance, staff give advice about services that they can access. Regular consultation sessions and an electronic journal system enable parents to stay up to date with their children's progress. Parents comment positively on the care and education their children receive.

They comment that staff 'go the extra mile for the children in their care'.Leaders provide children with healthy snacks and lunch. Children say, 'I am big and strong because I have good food.'

Staff teach children good hygiene practices. Children develop good physical skills. They eagerly take part in daily activities, such as 'wake and shake', to support their physical development.

Children enjoy using the large and safe garden for fresh air and exercise. Staff promote healthy lifestyles.Staff show enjoyment when working with the children.

They join children in their play. They ask them questions and explore ideas they put forward. However, the quality of interactions with children is not consistent.

For example, during some planned activities, staff do not always explore children's ideas and curiosity to develop their learning further.Staff promote children's personal, social and emotional development well. They help children to learn how to keep themselves safe.

For instance, children are learning to take manageable risks as they use the obstacle course or participate in woodwork. Staff support children's independence well. Children of all ages attempt to put their own coat on.

Older children manage their own personal care independently.Children receive good support to help them develop their communication skills. Staff use a range of strategies to help children learn to communicate their needs, even if they have not yet developed the language to do so.

For example, they use sign language and visual aids. Staff read with children regularly. Children show good listening skills and a love of books.

Leaders share books with the parents for continuity of learning.Staff provide plenty of opportunities for children to make marks. Children love drawing.

Younger children show joy when using chalk to draw on the wall outdoors. Staff talk to them about their creations and introduce words such as the names of colours and heavy, rough and smooth. Older children proudly share their drawings with their peers and staff.

Children are developing good pre-writing skills.Staff plan a curriculum to cover all areas of learning. However, they do not implement the mathematics curriculum as well as they could do.

They know what they want children to learn. For example, they want to support children to learn early mathematical skills through play, but staff do not always teach children these skills to support their learning further.Leadership is strong.

A review of the outdoor provision led to a well-planned curriculum that enables children to develop their physical skills further and to lead their own learning. Leaders conduct regular meetings with staff to support their well-being and professional development. Staff are well supported, and management evaluate their practice regularly.

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: strengthen staff quality of interactions with children to enable them to explore their curiosity and ideas further strengthen the implementation of the mathematics curriculum to help children develop this aspect of their learning further.