Newton Park Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager and staff have a clear vision for what they want children to learn.

However, the curriculum is not always ambitious enough for children who have special educational needs and/or disabilities (SEND). The key-person system is not effective for every child. Children with SEND do not always receive the support they need to help them to access all learning opportunities.

Children enjoy spending time at the pre-school. They arrive at the pre-school happy to see staff and their peers. Staff create a welcoming and friendly environment.

Children settle quickly and show they feel safe and secure. They enjoy the... range of activities that staff provide for them, indoors and outdoors.Staff are kind and caring.

They are positive role models and teach children how to share toys and resources from an early age. Children are excited to explore their environment and most children gain positive attitudes to learning. However, at times, quieter children are not always encouraged to have their voice heard in activities.

Children benefit from copious opportunities to be physically active. They ride around the outdoor area on tricycles and scooters. Children balance across stepping stones and have plenty of opportunities to run around.

This helps to develop children's large-muscle movements.

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

The key-person system is not effective for every child, particularly for children with SEND. Some members of staff know where their key children are up to in their development.

They understand what children need to learn next and plan activities accordingly to support these next steps. However, other staff do not have a robust understanding of their key children's development. They are not aware of the next steps on children's SEND plans.

This does not provide the best impact on children's progress and outcomes.Staff plan activities that interest children. Children develop their small-muscle movements as they cut spaghetti with scissors.

Staff introduce mathematical vocabulary to children as they play. However, staff do not always build on children's prior learning before moving learning on. At times, this confuses children and they do not always understand the activity.

Children benefit from opportunities to enhance their growing independence. They pour their own drinks at snack time. Children collect their coats and put them on by themselves.

They are learning to manage their own personal hygiene. This helps children to feel proud of the activities they can complete by themselves.Children learn about other cultures.

They bring in photographs of special events, such as family weddings, to talk about with their peers. Children recognise similarities and differences between themselves and others. This helps children learn about what makes them unique.

The special educational needs coordinator (SENCo) is professional and knowledgeable. She has a good knowledge of the needs of the children who attend the setting. The SENCo identifies children who may have additional needs and makes timely referrals to other agencies.

She works in partnership with a range of professionals to gain advice for children with SEND. However, leaders do not ensure that all staff are supporting children with SEND effectively. Robust handovers do not take place when the key person of children changes.

This impacts on children's progress.Overall, communication and language is promoted well for younger children. Staff get down to their level and introduce descriptive words as they are playing.

This helps to extend their vocabulary. Children enjoy sharing books with staff. They giggle with delight as they sing action songs in their outdoor area.

However, this is not always consistent throughout the setting. For example, staff do not always use clear instructions. This confuses children and they do not always understand the task.

During group activities, quieter children are not always encouraged to join in. They do not always have opportunities to have their voice heard.Parents comment on how friendly and approachable staff are.

They are thankful for the flexible settling-in sessions. These help children settle well into the pre-school routines.Children enjoy healthy and nutritious snacks at pre-school.

They learn where different food comes from and foods which are good for their body. This helps to promote a healthy lifestyle.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a good understanding of their responsibilities in keeping children safe. They know the signs and symptoms which might indicate that a child is at risk of abuse. Staff understand the procedures to follow to report their concerns.

They receive regular safeguarding training to ensure that they keep their knowledge updated. The designated safeguarding lead works closely with external safeguarding agencies to help protect children's welfare. Leaders follow safer recruitment practices to ensure that all staff are suitable to work with children.

They make sure that staff are deployed throughout the provision, including the outdoor environment, to ensure that children are properly supervised.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that key persons have a robust understanding of where children are up to in their development and that they plan appropriate next steps in their learning which support children to make good progress 21/12/2023 ensure that there are suitable arrangements to consistently support children who have SEND to help them achieve the best possible outcomes in all areas of their development.21/12/2023 To further improve the quality of the early years provision, the provider should: support quieter children to have their voice heard in group activities provide children with clear instructions so that they understand what is expected of them nimprove the procedures for monitoring the quality of teaching and learning.

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