Aldwincle Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thoroughly enjoy spending time at this nurturing and welcoming pre-school.

They settle into the pre-school's routines quickly, those who are a little upset upon arrival are reassured by staff. Children form close bonds with staff and with their peers, and they behave very well. Children demonstrate a sense of security as they confidently interact with their friends and new visitors.

They have trust in those that care for them and display high levels of well-being. Children are curious and have positive attitudes towards their learning. Staff have high expectations for all children.

They provide childr...en with clear instructions. This helps children to understand what is expected of them. Children also learn how to share and take turns, with staff's guidance.

There is a strong focus on developing children's communication skills across the pre-school. Children learn a range of words that supports their growing vocabulary. Staff add the words into their play, giving words meaning for children.

For example, when outside children carefully investigate an injured butterfly. Staff introduce the word 'symmetry' and the children show delight in identifying matching patterns on the colourful wings before letting it rest and recover in a quiet place. Staff encourage older children to listen when others speak, such as a when reading a story or taking turns in play.

This helps children to respect their peers.

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

Leaders create a broad and balanced curriculum. Staff know where their key children are developmentally.

They swiftly identify gaps in children's learning and development. Staff work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are supported well. They use funding for SEND children in a targeted way to meet the individual needs of the children.

For instance, they use funding to increase the number of staff so children who need adult support can access high-quality learning opportunities.Staff sequence the curriculum so that children can explore, practise and learn new skills. They encourage children to recall previous learning experiences and check children's understanding.

For example, children enthusiastically remember a previous pre-school bug hunt and discuss the insects they have since identified at home. However, sometimes, not all staff identify and build on children's immediate curiosities in play. This means, on these occasions, staff do not introduce new knowledge and extend learning as fully as possible.

Despite this, children overall are making good progress in their learning.Parent partnerships are a key strength of this setting. Parents are complimentary about the support staff provide for them.

For example, staff have supported them with advice on children's toilet training, behaviour and feeding needs. Staff provide parents with regular ideas about how they can continue their child's learning at home. They have developed an extensive borrowing library to support home learning.

Staff provide daily updates about children's learning, and parents attend regular catch-up sessions at the pre-school. This helps to provide continuity for children.Children are learning a range of mathematical concepts in a purposeful way.

Staff use language that indicates size, capacity and numbers appropriate to children's abilities. Staff encourage younger children to count objects in their play. When older children are investigating containers during water play, staff discuss the concept of full and empty and how the containers are larger and smaller.

Staff encourage children to make enough ice creams in play dough, so all staff have one. This helps to give children a good grounding in using mathematical language in different contexts.Children delight in accessing the outdoor spaces, which allows them various opportunities to explore safely and learn new things.

For instance, younger children excitedly fill containers of coloured water and explore the sliced citrus fruit, such as oranges and lemons, in the mud kitchen. Staff model smelling the fruit slices as they introduce simple concepts, such as smell and touch, through age-appropriate questions. The children are curious and take time to smell and feel the fruit as they respond to staff with enthusiasm.

These first-hand experiences enable children to learn about the world around them.Staff support children as they prepare for their next stage in education. For example, they coordinate teacher visits before children start at the school.

They work closely with local schools, where they pass on information to support children to continue making good progress.Leaders support new staff members through a robust induction process. As a result, even staff who are very new to the setting are knowledgeable about policies, procedures and children's needs and clearly understand their roles and responsibilities.

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: support all staff to consistently recognise opportunities that arise from children's immediate interests to fully extend their learning.

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