Willaston Pre-school

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enter the pre-school happily and settle quickly. They have a positive attitude to learning. For example, as soon as they arrive, they make choices about what they want to do and are curious and keen to take part in the activities provided.

Some staff support children's learning exceptionally well. Their animated teaching inspires children to build on what they know and can do and stimulates language acquisition. Children are encouraged to develop a love of books and stories.

They concentrate and listen intently to the book of the week and make predictions about what will happen next. They enthusiastically reca...ll the meaning of the new words they have learned. For example, they know that a 'stump' is a tree that has been cut down and they know that they would eat lots of food at a 'feast'.

During role play, children excitedly create a feast with the play food to further demonstrate their understanding of the new word. Children behave well. They help their peers to follow the rules and routines.

For example, when they hear the tambourine, they tell others that they need to tidy up. They show respect and concern for their friends. For example, they tiptoe around a child who is sleeping and remind others not to wake her.

Most children demonstrate that they feel safe and secure. Children who are less confident or anxious are supported well by familiar staff who provide them with comfort and guidance. For example, staff provide reassurance as they explain what will happen next and why.

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

The knowledgeable and enthusiastic manager has a clear vision for the pre-school, which is shared by the management committee and staff. She ensures that the curriculum is ambitious and well planned. She monitors the implementation of the curriculum and puts plans in place to address identified areas for development.

She has made many positive changes to practice since taking up her position that have improved children's experiences and learning outcomes.The manager and staff develop supportive relationships to promote the welfare of children and their families. Parents praise staff for the sensitive and caring ways in which they have supported them and ensured that their children's needs are met.

Staff's well-being and workload are given high regard. Ancillary staff are employed by the committee to provide support in regard to domestic duties and administrative tasks. This also ensures that staff spend the optimal amount of time with the children.

Children relish the opportunity to discover what is buried in ice blocks and make pictures out of natural resources. However, at times, some staff do not give children time to think, respond to the questions and provide solutions to problems before providing the solution themselves.Staff know children well and provide them with opportunities to build on their experiences.

They involve parents in children's learning and give them ideas about ways to enhance learning at home, particularly regarding language and literacy. For example, parents are informed about the new words that children learn and are encouraged to share the story books that children take home.Children develop their physical skills through a range of activities.

They manipulate play dough and use tongs to pick up small objects to help to strengthen their small muscles in readiness for writing. Children also enjoy taking part in action songs and moving their bodies to music. This encourages them to be active and develop their larger muscles.

Children have daily opportunities to access the outdoor learning environment, where they benefit from exercise and fresh air.Staff provide meaningful opportunities for children to develop their counting skills and understanding of numbers. All children are encouraged to count in sequence, for example, during songs.

Pre-school children are challenged to recognise and represent numbers. The older children estimate how many children are in the group and write the number on a board. They check whether they are correct by counting the children.

Staff praise them for their efforts.Children make good progress in their learning and they develop skills in preparation for their move to school. For example, they are encouraged to become independent in their self-care.

They have a go at putting on their coats for outdoor play before staff provide assistance.

Safeguarding

The arrangements for safeguarding are effective.The designated lead person for safeguarding has a secure understanding of the role.

She shares information and discusses scenarios during staff meetings to help to keep staff's knowledge up to date. Staff undertake regular online refresher training and are aware of the action to take if they have any concerns about a child's welfare. Children are kept safe because staff are vigilant and minimise any risks.

For example, as other people also use the building, staff ensure that the adjoining doors remain locked. They carry out checks on the outdoor area before children use it.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen some staff's teaching practice so that children are consistently given enough time to process their thoughts, consider solutions to problems and respond to questions.