ABC Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enthusiastically explore their environment, indoors and outdoors, at this well-organised pre-school. They show positive attitudes towards their learning by actively taking part in activities that follow their interests.

For example, children enjoy finding 'dinosaur bones' in a large sandpit. They wiggle their toes in the sand as they use tools to clean the bones. Staff extend children's vocabulary by introducing new words, such as 'archaeologist'.

Children develop their physical skills and spatial awareness as they learn to ride bikes confidently by navigating around cones in the garden.Children have strong re...lationships with staff. They behave well and show care and concern for each other.

For example, a child lies down on a rug as they are tired. Their friend goes over to check on them, asking if they are 'okay'. Management and staff recognise that since the COVID-19 pandemic, some children need more support to develop their independence skills.

Staff provide opportunities for children to butter their own bread and pour their own drinks at snack time. Children shout, 'It's an emergency!,' as they take part in a planned fire drill. Staff teach them to hold hands to keep safe as they walk to the fire evacuation point outside the pre-school.

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

Children make good progress in their development. Staff plan activities that meet their key children's needs and interests. They carry out assessments to plan how they can help children to move forward in their learning.

The manager uses early years pupil premium funding appropriately, and children who have additional needs are supported well.Staff extend children's learning well during activities. For example, children take part in making a volcano.

Staff ask children to predict what 'reaction' will happen when they add vinegar to bicarbonate of soda. Children excitedly say, 'It will explode.' They giggle with delight as they watch it fizz over into a tray.

Children learn new words as staff read them a story during group time. Staff teach them what a 'moon crater' is and introduce the word 'gravity'. Children read along with staff, shouting out parts they know well.

For example, they confidently count down from 10 to one, shouting 'blast off!' as the rocket heads into space. This supports children's communication and language development.Parents report that staff are 'wonderful'.

They appreciate being able to take part in settling-in sessions now that the COVID-19 restrictions have eased. Staff invite parents into the pre-school to share pictures and observations about what children have been doing. However, staff do not consistently give parents enough information about their children's development and how they can support children's learning at home.

Staff are good role models to children. They encourage them to use manners, such as saying 'please' and 'thank you'. Staff teach children how to share.

For example, children learn how to take it in turns on the bikes in the garden. Staff use an egg timer to show children visually that when the sand runs out, it is time to swap with their friends. Staff use appropriate strategies to quickly calm children who struggle to regulate their own behaviour.

Children are friendly towards visitors, eagerly telling them about food they have in their lunch box. They say, 'I eat my sandwiches first as they are healthy. Lots of chocolate isn't healthy.'

Staff support children to make positive choices about the food they eat.Staff report that they feel supported by the manager. She provides regular training for staff, enabling them to refresh their knowledge and learn new skills.

The manager works alongside her team, giving daily feedback on their practice. This enables staff to reflect on their practice and learn from each other. The manager is passionate about providing care for the children in the community and has strong links with the local school.

This enables staff to support children's transitions well when they move into Reception Year.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of the different types of abuse, including how children can be drawn into extremism.

They are aware of who to report concerns to about children and staff, and know to record these. The manager gives staff regular opportunities to refresh their safeguarding knowledge by providing training and discussing topics during staff meetings. The manager follows a safer recruitment policy, making sure staff are suitable to work with children.

Staff have a good awareness of how to keep children safe while in their care. Ratios are maintained and children are well supervised at all times.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance systems for sharing information with parents about their children's learning and development.

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