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Village Hall, High Street, Upper Beeding, STEYNING, West Sussex, BN44 3WN
Childcare on Non-Domestic Premises, Sessional day care
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
Children know that their needs will be met in this pre-school.
They know that they will be treated with kindness and respect as they form trusting relationships with staff. This allows children to develop a firm foundation on which to learn. Children enthusiastically join an outside 'sleigh ride' and discuss what reindeers would like to eat in the cold weather.
They think of ways to defrost frozen spray bottles that they have found in the garden and offer a solution. They say, 'Let's put it next to the radiator to make it warm and turn it back into water.' Staff extend children's learning by making the most of these ty...pes of activities.
Children behave very well. They are courteous and kind to one another and say 'please' and 'thank you' without prompt. They persevere during activities.
For example, children are supported to hold scissors correctly when cutting paper. They are praised for not giving up and positively beam when they are successful. 'Look, look!' they say as they proudly show the inspector.
The manager has highlighted areas in which some children need support as a result of the recent COVID-19 pandemic. Children take part in small intervention groups to support their communication and socialisation skills. Consequently, children are doing well in these areas.
They are learning to communicate effectively, take turns and manage their own behaviours.
What does the early years setting do well and what does it need to do better?
The manager has a clear and ambitious curriculum that skilful staff deliver to support children's learning. Working with individuals and in small groups, staff extend children's learning using their knowledge of what children already know and can achieve.
Experiences such as these help children to develop their independence and foster a sense of responsibility.There are very effective arrangements to support children with special educational needs and/or disabilities. The special educational needs coordinator ensures that all children are fully included in all activities and that parents are kept informed throughout their child's time at the pre-school.
Other professionals, such as health visitors and speech and language therapists, are regularly consulted to help provide strategies to ensure children make the best possible progress.Parents mention that they are very satisfied with the quality of care and education that their children receive. They comment that staff are knowledgeable, approachable and kind and that their children cannot wait to arrive at the pre-school in the morning.
Parents appreciate that their children are learning independence skills and good manners and that those children who speak English as an additional language are extremely well supported and valued.Staff work hard to support children to develop their language. At every opportunity, children are exposed to new words in discussion, songs and stories.
For instance, during a play dough activity, young children talk about how the dough feels 'squidgy' and 'stretchy', and they are encouraged to talk about what they are making. However, occasionally, staff do not give children enough time to respond when answering questions. As a result, some children do not get the chance to contribute their own thoughts or ideas.
Children are taught about healthy lifestyles as they cut up and prepare fruit and vegetables for each other. They learn that 'milk' and 'water' are good for you and that too many sweet things are bad for your teeth. Staff comment on the healthy food items in lunch boxes and encourage children to talk about foods and activities that are healthy.
Children have numerous opportunities to build on their physical and cardiovascular strength as they run, climb and jump in the outside areas.Children's independence skills are very well supported. Children put away their own belongings as they arrive at the pre-school, and when they want to go outside, they put on their own coats and boots.
Staff encourage children to 'have a go' at putting on gloves and mittens, and children invariably attempt to do things for themselves before they ask for help. As a result, children's self-esteem and confidence are well developed and supported when they do things for the first time.
The arrangements for safeguarding are effective.
The manager and staff team have secure procedures to follow if they have concerns about the welfare of a child. This includes procedures to follow if an allegation is made against a member of staff or if they have concerns that a child is exposed to extreme views or behaviours. Staff know how to identify those children who may be at risk of harm or neglect and are aware of the signs and symptoms of abuse.
The manager ensures that all staff complete regular safeguarding training to refresh their knowledge. The staff complete daily checks to ensure that the premises are safe for children's play and learning.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: consider more closely how to adapt small group activities to ensure all children fully engage and benefit from the learning opportunities give children enough time to process their thoughts and ideas when responding to questions.
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