Abacus Preschool Lichfield

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff help children to understand daily routines. For example, they use picture cards to show what is happening now and next and sign 'house' when it is time to go home.

This positively contributes towards children's sense of security. There are strategies in place to support children who sometimes struggle with behaviour. For example, staff use prompt cards, co-created with children, to help them to communicate what makes them feel happy.

Parents and carers feel informed and supported in managing their children's behaviour. They discuss the strategies shared by staff to ensure consistency between home and the setting....Leaders endeavour to support children's future success.

For example, they complete the necessary paperwork to facilitate smooth transitions to school, engaging with multi-agency teams to improve children's situations. They adapt the learning environment to promote children's safety and promptly contact guardians to check on children's well-being when absent. Funding is allocated appropriately.

For example, leaders provide one-to-one support for children when needed and purchase resources that help to redirect attention and encourage self-regulation.

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

Leaders work alongside staff in the room and manage their own key group of children. This means staff receive consistent support to reflect on and improve their practice.

Additionally, regular supervisions and access to ongoing training further enhance their professional development.Key persons speak enthusiastically about the training they receive. For example, they explain how it has boosted their confidence and deepened their understanding of supporting children with special educational needs and/or disabilities effectively.

Leaders and staff work effectively with external professionals. For instance, they share information appropriately and follow plans to ensure a consistent approach to children's learning. Parents appreciate the prompt referrals to specialists.

They report noticeable improvements in their children's social and language skills.Staff use books, flashcards and songs to support children's overall language development, including pronunciation. They engage children in conversations about activities and ask open-ended questions to encourage their thinking.

For example, they ask which colours are needed to make orange. This helps children to recall what they have previously learned about colour mixing.Children demonstrate good engagement in their child-initiated play.

However, staff do not always plan or deliver adult-led group times effectively to meet the diverse needs of mixed-age groups. Consequently, younger children do not fully benefit from the teaching provided.Staff share resources to support routines at home.

For example, they send home books for families to enjoy together, and children take turns bringing home 'Abacus Arni', a soft toy with a toothbrush that encourages healthy routines. These activities help strengthen the connection between home and the setting.While staff provide opportunities for children to learn about religious and cultural celebrations throughout the year, they do not consistently incorporate all children's home languages and cultural backgrounds into the curriculum.

As a result, children's unique identities are not fully supported.Staff share information with parents through various methods, including daily conversations, reports each term, newsletters and an online app. To further enhance parental engagement, improvement plans aim to create additional opportunities for parents to have more discussions with key persons about their children's learning.

Staff support children in developing self-help skills. For example, during snack time, children serve themselves oranges and pour their own drinks with confidence. They move freely around the room, selecting activities that interest them.

However, at times, staff pack away activities that children are still happily exploring, and less experienced staff occasionally discourage children from taking toys into other areas, such as the garden. This limits opportunities for children to extend and deepen their play.Children build early technology skills by using a computer.

For example, they play age-appropriate games that involve selecting fruits and vegetables to create a healthy lunch box. Staff actively support turn-taking by guiding children to use the mouse one at a time. This helps to promote the development of their social skills.

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: plan adult-led group times with greater consideration of children's ages and developmental stages to better engage them and support their learning consider ways to incorporate children's home languages and cultural backgrounds into the curriculum to better reflect and celebrate their identities help staff to reflect on their interactions with children to further extend play and learning, allowing it to come to a natural end.