Bossingham Preschool Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enter the setting very happily, excited to see the staff and their friends. They confidently explore the resources to instigate their own play and are equally keen to take part in the activities led by staff.

Older children have a good understanding of the routines of the day. They assemble quickly on the mat for group time and engage fully in the storytelling, accurately reciting their favourite lines. They listen well to the information shared by staff as they explain the activities that are planned for the day.

All children develop good social skills and learn how to behave well. Babies respond well to the ...warm, caring interaction of staff. Older children understand how to share and take turns, and they play very cooperatively together.

For example, two children have great fun mimicking each other's movements as they play a game wiping shaving foam from different sides of a clear vertical screen.All children, including those with special educational needs and/or disabilities, make good progress. Their backgrounds, family beliefs and traditions are recognised and respected by staff.

Staff help to ensure that children develop good self-esteem and prepare them well for their future lives as learners.

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

The leadership and the management of the setting is strong. The manager has been in post for several months, during which time she has made significant improvements.

Parents comment on the positive effect that changes have had on their children's all-round development. The newly elected chairperson is motivated to work with the manager to identify and prioritise further areas for development.Staff feel well supported by the manager.

They work very effectively as a team, creating a positive, welcoming atmosphere. The arrangements to support apprentices are very good. The manager ensures that apprentices have the time, guidance and opportunities they need to fulfil the commitments of their course and become skilled practitioners.

Staff's interactions extend children's learning very successfully. All staff have a confident knowledge of the current overarching aims for children. These are focused on promoting language and emotional well-being, to address the impact of the COVID-19 pandemic on the children.

Staff are skilled at recognising opportunities that arise to engage with children as they play to extend their learning. They also plan activities with specific learning intentions. Most of these are very successful, such as an activity to weigh pasta to promote mathematical understanding.

However, other activities are not as well planned. For example, children listened with interest as staff spoke about the fundraising activities taking place for a national charity event. They were much less engaged in an activity to colour pictures linked to this charity.

In addition, the link between these activities was too complex for the younger children to understand.There are resources and activities constantly available to cover all areas of learning. These include materials for drawing, painting and craft activities.

Children are free to explore these materials independently. Staff plan activities aimed at teaching techniques, such as printing or painting with glue and glitter. However, some of the activities have too much adult direction, which restricts children's creativity.

Children's good health is promoted well. Staff follow appropriate hygiene routines and provide nutritious snacks. Children take part in a lot of physical exercise throughout the day.

The weekly dance sessions, led by a visiting performer, are extremely popular. All children become excited as they sing along to the familiar songs and move their bodies with control and coordination as they copy the actions. Staff dance as they hold babies to allow them to become fully involved.

Safeguarding

The arrangements for safeguarding are effective.Staff have a confident knowledge of the potential signs that may indicate a child is at risk of harm or abuse. This includes the risks associated with exposure to extreme views or behaviours.

They know where to find the policies that contain the contact details for them to refer any concerns about children's safety and welfare. Recruitment procedures are robust, and appropriate arrangements are in place to check the ongoing suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance further the provision for creative development to encourage children to use the skills they learn to explore their own ideas support staff to hone their skills in planning so that activities are targeted more effectively and have a clearer intent for children's learning.

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