Woolston Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children and their families are warmly welcomed to the setting. Children have secure attachments with all practitioners. This means they feel happy and safe at the setting.

Children are confident and eager to join in with activities. For example, they are keen to go on a visit to see a fire engine. Children are curious about the world around them.

They ask questions and talk about the things they can see while out in the garden. The curriculum is well thought out and interesting to the children. It builds on their knowledge and extends it further.

For example, practitioners introduce a tally chart while the ch...ildren are playing skittles. They provide activities that reflect the diverse backgrounds of the children. For instance, children learn about the different traditions their friends take part in.

Children develop their early mathematical skills throughout their day. They talk about the different shapes they can see in the environment, measure different objects and happily count out their snack. There is a well-established programme of outings which includes the library and the woods.

This helps children develop an understanding of their local community. They talk keenly about their adventures. One of their favourite outings is to the local care home.

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

Children's emotional development is very well supported by some practitioners. For example, practitioners take children who are overwhelmed to look at pictures of emotions. They ask the children to choose which one they are feeling.

Practitioners work with children to understand this emotion and the suitable next steps. Children also have the opportunity to take part in nurture groups. This further supports their emotional development when they need it the most.

However, this practice is not yet consistent among all practitioners.The setting manager has ambitious plans for the pre-school. She understands the importance of carrying out supervision meetings, but has not had time to fully embed this.

She is aware of the need to continuously develop practice and uses parents' feedback to enhance the experiences provided at the setting. For instance, she has changed how they provide information on children's learning.Parent partnerships are excellent.

The setting communicates with parents in a variety of ways, which ensure they reach all parents. Parents comment positively on the recent changes made by the new setting manager. Practitioners encourage parents to take part in activities.

For example, parents are invited to a Christmas craft session. Practitioners provide parents with interesting activities to support their child's learning further.Practitioners have high expectations of the children and their development.

They complete regular observations on the children and use their assessments to identify any gaps in learning and development. Practitioners then plan effectively for next steps which close any gaps in learning. Children make typical progress in their learning and development.

They are well prepared for their next stage of learning.Children with special educational needs and/or disabilities (SEND) have their needs well catered for. For example, practitioners teach all children to sign to support their language development.

Activities are also adapted to reflect the children's individual stage of development. Practitioners are quick to identify any concerns. Appropriate strategies are then put in place promptly.

Practitioners act as good role models. They promote positive behaviour and manage children's behaviour effectively. Children show an excellent understanding of the practitioners' expectations.

For example, children stop immediately when the bell signalling group time rings. They listen attentively as practitioners give instructions.Practitioners introduce books in exciting and engaging ways.

This helps develop children's literacy skills and foster a love of reading. For instance, practitioners retell a favourite story while in a wood, using puppets. The children excitedly shout out which creature is there and where they live.

They join in regularly with repeated phrases.

Safeguarding

The arrangements for safeguarding are effective.The group manager and the setting manager have a good awareness of their duty to protect children from harm.

The setting manager ensures she informs the group manager of any safeguarding concerns. All practitioners know how to report a concern about children or staff. All practitioners keep their knowledge up to date and attend regular training.

Children are supported in thinking about their own sense of risk. For example, children learn to measure sticks along their arm to see if they are suitable for playing with.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop further the manager's plans for supervision so that practitioners' good teaching can be built upon further strengthen teaching skills so that practitioners consistently support children in understanding their feelings and emotions.

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