Imagination Preschool Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in the friendly and nurturing environment.

Staff know the children well and close relationships are evident. Staff cuddle children when reassurance is needed. Staff understand and follow children's individual needs when they start at the setting.

This helps them to settle quickly. Children benefit from consistent daily routines in the well-organised setting. Children play harmoniously together and learn to express their needs.

They are reminded of the golden rules during circle time. This is reinforced with visual aids and a song about having kind hands. Parents are given the gol...den rules to use at home to support consistency.

Children develop a sense of identity and of their uniqueness when they look at the world map and discuss their heritage. Staff support children to be respectful, to be kind and to learn about each other. Parents speak positively about the setting and staff.

They comment that they like the communication systems used at the setting. Parents report that staff work well with them to promote children's skills. For example, toilet training and strengthening children's listening skills.

They comment that their children's speech, social skills and vocabulary are improving. Staff have positive strategies to help children gain control of their emotions. For example, staff encourage children to calm down by 'wriggling it out' together.

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

Improvements have been made since the last inspection. For example, in-house training focused on improving interaction and circle time. Leaders have regular meetings with staff to provide effective ongoing supervision.

This includes supporting staff well-being which is given high priority. There is a clear sense of purpose and a shared ambition to give children an imaginative, safe and nurturing environment. Good partnership working with parents and other professionals help all children to make good progress.

Generally, staff promote communication and language well. Younger children enthusiastically hold up their picture stick animals while they join in the song. They eagerly make the sounds of the animals and show pride when staff praise them.

Staff use visual aids and sign language to engage children and support their understanding of the spoken word.Older children articulate their ideas and engage in discussions with good levels of confidence. However, staff do not always recognise when less confident children need help to engage in conversations.

Interesting activities introduce children to the wider world. They learn the properties of ice, names of arctic animals and learn new vocabulary, such as igloo and iceberg. They visit local theatres and borrow books from the library.

Staff ensure children go outside every day. For example, they visit the local woods to learn about nature and to climb, run and use their large muscles in the fresh air. Staff provide activities such as yoga to help children learn to move in a variety of ways.

Children carefully use tongs to pick up the popcorn and knead play dough to help strengthen their hands.Staff provide ample opportunities for children to explore their mathematical skills. There are a good range of resources and opportunities for counting and visually recognising numbers.

For example, children successfully follow instructions, such as putting the number of buttons on their snowmen that correspond with the number on the hat.Staff use their knowledge and assessments of each child well to plan appropriate learning opportunities. These build on what children already know and can do.

Sometimes background music distracts children and makes it difficult to listen during a planned activity. However, children are growing in confidence and learning the skills needed for their future learning.Staff provide children with many opportunities to develop their independence skills.

Children put on their coats and shoes and persevere if they are not successful the first time. They relish the responsibility of being mealtime champion and set out the tables for lunch. Children proudly ring the bell and hold up the picture for tidy-up time.

Children confidently serve themselves at mealtimes, learn to use cutlery and pour their own drinks.Children's good health is well promoted. For example, they enjoy a wide range of freshly prepared healthy meals.

Children watch themselves carefully in the bathroom mirror when brushing their teeth. Staff have enabled children to manage their feelings with the help of a calming area and discussion using emotion stones.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff have a good understanding of their roles and responsibilities to keep children safe. They know what to do if they are concerned about a child's welfare. There are robust procedures to ensure the suitability of all staff.

They understand the procedures to follow should an allegation be made against a staff member. Most staff hold a first-aid qualification. Children learn about their own safety when they regularly practise the fire drill.

The high ratios of staff to children ensure good supervision. The environment is safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to recognise when less confident children need help to engage in conversation consider the purpose of background music, to ensure it supports children's learning and does not distract from planned speaking and listening activities.