Wingrave Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children clearly enjoy attending this warm and friendly pre-school.

Children are excited to explore, whether they are playing with play dough, building towers or playing with dolls. They learn new skills through carefully thought-out activities. For example, staff model how to roll out play dough to make a snake.

Children beam when they are successful. They talk about their own experiences as they play. For example, they recall visits to the doctor as they role play in the doctor's surgery.

Children learn about the natural world as they watch with fascination as stick insects emerge from their tiny eggs.Staff ...support children's independence very well. For example, they encourage children to pour their own drinks and choose what they would like to do.

Mealtimes are a social occasion where children and staff come together. Staff use this routine to teach children about the importance of leading a healthy lifestyle. They become increasingly independent, returning their plates and cups after snack and managing their own personal care.

Children enjoy outside play. They enjoy mark making and begin to master climbing to the top of the climbing frame. Staff manage behaviour calmly and encourage children to be sensitive towards each other.

Children are polite and friendly. They learn to be tolerant, respectful and kind.

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

The manager has a good vision for the pre-school and offers an inclusive environment for all the children.

The manager and her team have addressed the weaknesses identified at the previous inspection. For instance, staff now gather more detailed information from parents when children join the pre-school. This helps the staff to know children's starting points and their wider life outside of the pre-school.

Parents are highly valued as partners and speak very positively about the provision. They warmly describe the friendliness of the staff team and how happy their children are to attend. Due to the COVID-19 pandemic, parents do not enter the setting.

Staff have adapted how they communicate because of this. They provide parents with regular updates about their child's progress and utilise an online app to aid communication even further.Children's communication and language skills are promoted well.

Staff use words such as 'fluffy'' and 'soft' as they encourage children to describe what they can see in the baby ducks' cage. Staff encourage children to discuss their ideas and share their thoughts. They ask questions to extend their learning.

However, some staff do not give children enough time to think and respond in order to share their knowledge and understanding. This means that staff cannot always gauge children's level of understanding.A range of activities help children to develop their early writing skills.

For example, younger children become increasingly confident as they make marks on chalkboards. Older children make lists of what they will need to do when they move their baby ducks into the outside cage. However, staff do not make the most of opportunities to further extend children's learning in mathematics, for example by extending their understanding of shape as they build towers.

Links with staff at the adjoining school are particularly strong. This helps to promote a smooth transition for children when they are ready to move on to the next stage of their learning.Staff support children with special educational needs and/or disabilities effectively.

They engage with a range of professionals and use effective strategies which help improve outcomes for children. For example, staff take care to pronounce words clearly to support and improve speech and language development.The leadership team reflect on the setting and the activities they provide for the children.

They make changes to the environment to suit children's individual learning needs. For instance, staff have moved the book corner to make it more accessible to children. The manager and staff gather the views of committee members, parents and professionals linked to the setting.

They use this information well to drive improvements and enrich outcomes for children.

Safeguarding

The arrangements for safeguarding are effective.The leadership team and staff have a good knowledge of safeguarding and child protection.

Staff receive regular training and support to ensure they understand child protection procedures. They know what to do should they have any concerns about a child's safety or well-being. Staff teach children about keeping safe and offer gentle reminders about potential hazards.

For example, when they go for walks, staff remind children about road safety. Recruitment procedures are robust and staff receive good professional development opportunities and regular supervision meetings, helping to ensure they remain effective in their roles.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend children's good mathematical skills, supporting staff to recognise and build on the opportunities that occur in children's everyday play and activity build on staff's questioning techniques to enable children to have more time to think, respond and demonstrate what they know and understand.

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