Ashurst Drive Baptist Church Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and secure at the pre-school. They make smooth transitions from their parents to the key person and all staff at the setting. Children quickly understand the routines such as outdoor play, as they eagerly put on their coats.

They are well-behaved and respond respectfully towards staff and one another. Staff have high expectations of children, which helps children to progress well from when they start. Children establish their sense of themselves and build confidence.

They make their own choices; for example, they select from the wide range of learning activities and choose what snacks they want to ea...t.Children move a lot throughout the day, both indoors and outdoors. They develop their balance and coordination, ride wheeled toys and play running games.

Children walk freely in and out of the various playrooms and large hall. Staff talk to parents about what language they speak at home and use key words with children, to celebrate their cultural backgrounds. Staff who share the same home languages support children further.

Children enjoy stories being read to them and join in, during group sessions, which helps support their language development. Children enjoy pretend play and learn about themselves and the world around them.

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

Staff work effectively with parents; they offer regular information about their children's progress.

Staff encourage parents to use the lending library and read to their children at home. Parents speak highly of staff and the progress their children have made in the prime areas of learning.Children learn and develop well overtime, due to the well thought out curriculum.

Activities are planned well and support children's next steps in learning.Staff support children well through their interactions with them. However, this is not always consistent, and opportunities to extend children's vocabulary and ideas are missed.

Children with special educational needs and/or disabilities are effectively supported and make good progress from their starting points. Leaders employ additional support staff, who offer individual care to children. They offer high quality and consistent care and know the children well.

Children build warm and affectionate relationships with staff which helps build their self-esteem and confidence. Staff work closely with external agencies to help support children with particular needs.Children confidently feed themselves and attend to their own care needs.

They understand the routines for self-care, and staff talk about the importance of hygiene routines with children.Staff offer children a variety of healthy snacks and drinks, and children make their own choices. Mealtimes are fun and sociable, children develop their physical skills as they use cutlery, and gain a sense of security.

Training is completed regularly by staff at all levels, for example, all staff are trained in paediatric first aid and safeguarding. The pre-school closes for staff development days, so that staff can review the setting's policies and procedures. Leaders work with local authority staff to review and evaluate staff practice.

Staff carry out regular risk assessments inside and outside the setting, to help ensure children's safety and well-being.Children learn about the wider world which includes celebrations that are not familiar to them. Staff ensure that children learn about each other's festivals and encourage parents to join in and share their beliefs and values.

Leaders work well together and share a bright and ambitious vision for the pre-school. They meet regularly with all committee members to discuss any issues that arise and resolve them together.Children enjoy construction play; they build and construct with wooden bricks to build towers and create from their own ideas.

The curriculum enhances experiences and opportunities for children, that they may not have had before. For example, children have access to wide a range of learning activities outdoors and are able to develop their social skills and their language and communication.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of safeguarding procedures; they know what to do if they have concerns about a child. Staff follow whistle-blowing policy and can recognise extreme behaviours and ideology. All staff including leaders attend regular safeguarding training to keep updated about new information and procedures.

Leaders are clear about their role as a designated safeguarding officer, and what to do if an allegation is made against a staff member or concern raised about a child. Staff understand the dangers to children outside the family and wider society, which help support their role in keeping children safe from harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nencourage and support children to use a wider range of vocabulary and model language that promotes thinking and challenges children further.