Wivenhoe Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children flourish in the welcoming and exciting pack away pre-school.

The quality of teaching is good. Staff invest time ensuring that the environment is child friendly and inspiring indoors and outdoors. Activities are planned around the children's interests.

Children happily arrive with enthusiasm to start their day. They leave their parents with ease and immerse themselves in their play. There is a strong ethos of children learning through play.

Well-planned and presented activities support children's curiosity and interests. Children can play uninterrupted as routines of the pre-school do not impact on the...ir learning. Children demonstrate they are confident and secure and have established warm bonds with their key person.

Younger children attending for the first time are fully supported. Nurturing staff are attentive and ensure that activities are inclusive. Children who are settling in receive very good support.

The staff fully consider and respect children's individuality and speak knowledgeably about the children in their care. Staff are kind and speak to children calmly. There is a happy atmosphere.

Children understand the staff's high expectations, and their behaviour is good. They learn how to regulate their emotions through focused activities and learn the language they need to express their feelings. Children have made friendships and are generally kind to one another.

They demonstrate they are good communicators and confidently engage visitors in conversation, asking lots of questions.

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

A broad curriculum that covers all areas of learning is planned around the children's interests and what they need to learn next. There is a strong focus on children developing the skills they need to be independent learners.

For example, children become good communicators and show they feel emotionally secure. Staff recognise the importance of these skills to ensure a smooth transition to school and for successful future learning. All children, including those who require additional support, make good progress from their starting points.

The manager and her team invest time getting to know the children and their family. Parents are positive in their comments about the pre-school. They comment on the wonderful time children have and the learning that takes place.

Parents say that staff show kindness, support and empathy to their needs as well as the children. They value and have complete trust in the staff. Parents are grateful for the activities provided to continue their child's learning at home.

The pre-school's recruitment process is effective. Staff receive a thorough induction and are committed to ongoing training, which means that they are very experienced and qualified. They have a sound knowledge of child development.

Staff's own welfare is fully considered and supported. They say that they feel valued and happy in their roles. The manager is reflective and is committed to ensuring that the pre-school is the best that it can be.

Good systems are in place to monitor staff's practice and ensure that any improvements required are swiftly identified and addressed.Children's mathematical thinking and understanding of simple mathematical concepts are fully supported throughout their play. They have immense fun with the exciting water activities.

Children learn what floats and sinks as they experiment with the resources provided. They enjoy singing familiar number songs at group time and learn about subtraction. Mathematical language is introduced at snack time.

For example, children learn that a 'whole' banana is 'two halves' when cut.Children are confident speakers and make themselves and their requests known to the staff. Staff engage children in meaningful conversation and provide running commentaries during activities.

Most staff have a clear comprehension of how children develop their conversation skills and introduce new words to challenge their ability to communicate and increase their vocabulary. However, on some occasions, staff do not allow children enough time to respond or ask questions, to encourage them to think critically and problem-solve.Children are encouraged and supported to take care of their personal needs.

They independently use the bathroom and know they have to wash their hands. Children are taught about keeping safe in the sun and can recall what they learn. For example, they tell visitors to the pre-school that they need sun cream and hats to keep safe in the heat.

Children understand the importance of drinking water to keep hydrated.

Safeguarding

The arrangements for safeguarding are effective.Children's welfare is fully protected as the manager and her team ensure that they play in a safe and secure environment.

They have a comprehensive knowledge of how to protect children from harm, including wider aspects of child protection and whistle-blowing. Staff routinely receive training to ensure that they are up to date with current practice and have a sound knowledge of child protection. They confidently speak of possible signs and behaviours that may cause concern and the procedures to follow.

Children are taught how to manage risk safely through well-planned and supported activities. A stringent recruitment process means that children are cared for by staff who are suitable to do so.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove effective questioning techniques to extend children's language, help them think critically and solve problems independently.

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