Willows Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders and staff have worked hard to create a calm and nurturing environment for the children after a brief period of unrest. Children busy themselves with a range of activities suited to their age and ability.

Staff plan the curriculum to meet the needs of the children. All age groups enjoy frequent trips out to a wide variety of places. This supports children in their knowledge and understanding of the local community.

Staff use this opportunity to spark interest and create learning experiences for the children.Staff are warm and affectionate towards the children. Subsequently, children feel safe and are settled..../>
Leaders and staff harbour an environment where respect is cultivated. Staff remind children to use manners and be aware of each other. Staff model expected behaviour by showing kindness and being polite.

As a result, children learn to be courteous, and their behaviour is good.Staff encourage children to be independent from an early age by giving them age-appropriate tasks. Young children learn about hygiene and are encouraged to help clean the tables in readiness for lunch.

Older children self-serve their food at lunchtime and clear the tables afterwards. Staff supervise children, but allow them the time and space they need to finish tasks on their own without intervention, then offer children praise. This gives children confidence and a feeling of achievement.

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

Children benefit from a varied curriculum, which encompasses both flexible and static elements. Staff use structure, such as set activities throughout the week, to give children a sense of stability. Alongside this, staff consistently observe and listen to the children and use this information to offer a flexible curriculum based on their knowledge, needs and interests.

This means children are motivated to learn and make good progress.Staff in the pre-school room show skill in encouraging children to manage their own behaviour and problem solve. Children are supported to think about the way they might handle a pot containing a fledgling plant.

Children share their ideas and decide to be gentle so not to disturb the bulb and soil. Staff acknowledge their ideas and congratulate them on their decision.Staff frequently encourage children to remember what they have done and what they have previously learned.

Staff prompt children to remember while they are busy with related tasks, for example talking about a recent trip to a garden centre while preparing to plant seeds. This makes links to learning and builds on children's existing knowledge, which helps strengthen their cognitive development.Children benefit from an effective key-worker system.

Key workers buddy up to provide consistency and familiarity for the children. Staff know children well and use this knowledge to plan for their needs, whereby promoting best possible outcomes. Children enjoy secure relationships with their key worker, which supports their emotional and social development.

Children enjoy a balanced nutritious menu. Meals are made from high-quality ingredients and prepared on the premises. Children learn about food and its origins to help them gain life skills and knowledge of the world.

Staff take children to the farm to help them make the connection. In addition to this, children choose and buy vegetable seeds from the garden centre.Routines are established throughout the day to provide consistency and help children feel safe.

However, some routines are not always successful in responding to the needs of the children at that moment. For example, nap time in the baby room is not always a calm environment for children to settle down to sleep. Older children can disrupt younger ones, making sleeping difficult.

Leaders are knowledgeable and respected by staff and parents. They have a clear and methodical approach for continued improvement of the setting. Leaders are visible throughout the day, accessible to staff and parents and familiar with children.

This focus on positive relationships and engagement is a strength and is reflected in relationships with outside agencies and the community.Parents report feeling 'super happy' with the setting. They describe the setting as feeling safe and inviting.

Parents enjoy positive relationships with staff, and communication is successful. They receive regular detailed information about their children as well as less-formal updates throughout the week. Parents feel well informed regarding their child's progress and helping their child to move on to the next stage in development.

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: nimprove the organisation of sleep routines to help children settle to sleep quicker.

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