Ofsted Report January 2023

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 The provision is good 

Children arrive at the pre-school happy and ready to learn. The routine of the day  helps children to feel safe and secure. Children who are new to the pre-school  settle well as they  The provision is good receive lots of reassurance and support. They show that they  feel comfortable with the nurturing staff. Children are soon confident to explore  their surroundings, knowing that a caring adult is close by. This helps children to  build positive relationships from their first day.  

Staff are good role models and have high expectations for all children. Children  behave very well. Staff and children treat each other with respect and use good  manners. Children are encouraged to be kind and helpful. This makes the  environment feel very calm and welcoming. Each day, a child is selected to be the  'helper'. They take on this role with pride.  

The manager creates a learning environment that follows children's interests. Staff  know children well. Before new children start, staff find out what children like to  do. Resources are provided that follow their current interest to help them to settle.  Staff use these opportunities to develop learning. For example, some children like  cars. Staff talk about the colours and the number of cars. This helps children to  make steady progress in their learning.

 What does the early years setting do well? 

Staff encourage children to be independent at every opportunity. For instance,  they use the nose wiping stations and wash their hands. They pour their own  drinks and are encouraged to put on their own coats. Staff support children to  have a can-do attitude. For example, when children ask for help with cutting  some play dough, staff encourage them to try for themselves first. Children are  praised for having a go and succeeding.  

 Children enjoy a good range of experiences that prepare them for their future,  including going to school. They learn to recognise and name shapes in their  environment. Children are beginning to identify shapes, such as pentagons and  hexagons, and point out that light switches are square. Their knowledge is  extended by going on a 'shape hunt' at home. They eagerly tell everyone at  group time about the shapes that they have found. This supports parents to  enhance their children's learning at home. 

Partnership with parents is good. Parents receive daily feedback and updates on  their children's learning, both face to face and on an online platform. They  particularly like the photos of their children's day and like to share photos of  their time at home. Staff are described by parents as knowing children and their  families 'inside out' .

 Staff provide children with opportunities to develop their understanding of living  a healthy lifestyle. Children develop their physical skills through daily music and  movement sessions and by being active outside. They have healthy drinks and  snacks. Children learn to maintain healthy teeth by practising brushing a giant  set of teeth. Additionally, they know when and how to wash their hands, and  they clean their own noses. 

Safeguarding 

The arrangements for safeguarding are effective. Staff have a secure knowledge of safeguarding. They can accurately identify the  potential signs and symptoms that may indicate that a child may be at risk of  harm. The manager regularly checks staff's understanding of child protection and  safeguarding through questions and team meetings. Robust recruitment  procedures help to ensure that all staff are suitable to work with children. Staff  take part in regular supervision sessions, and the manager confirms their ongoing  suitability for their roles. Children are well supervised in the indoor and outdoor  environments to ensure that they remain safe. 

 What does the setting need to do to improve? 

To further improve the quality of the early years provision, the provider  should: n further promote opportunities for all children to celebrate and use their home  languages in their play and learning.