Puddleduck Preschool & Day Nursery Ascot

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident. Their learning is enhanced with a language-rich environment, both indoors and out. A peer buddy system helps the youngest children work closely with the eldest children.

For example, when the youngest children struggle to catch a ball, older children help them. Children's behaviour is exemplary; they understand why rules are in place. For example, when staff shake a tambourine, children stop, stand still and listen.

Children hold thoughtful conversations with friends and staff. As a result, children gain in-depth vocabulary and knowledge at an early stage. For instance, children talk about their... mummies having babies and that, until their tummy is bigger, they will not know if it is a boy or a girl.

Children learn about how to keep themselves and others safe. For example, they talk about not going near the stinging nettles on a nature walk. Children demonstrate a positive attitude towards learning and have a 'can-do' attitude.

In the garden, they attempt an obstacle course. At first, the children struggle with hurdles; on the third attempt, they celebrate with pride when they are successful. The eldest children demonstrate a good knowledge of letters and the sounds they represent.

For instance, some children recognise the initial sounds of words as they sound out the word 'dog'. Consequently, older children develop the skills they need for their next stage of learning, including in readiness for school.

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

Leaders develop a clear curriculum that builds on what children know and can do.

However, this is not consistent for all children and leads to some learning being limited. For example, during a group time, children begin to remove their shoes and talk. Staff continue the story without acknowledging the activity is not supporting all children's learning.

Professional development for staff is given high priority. They also receive appraisals and professional discussions. Although, the quality of teaching is variable and leaders monitoring of staff practice is not fully effective.

As a result, interactions with children are not always of high quality, or contribute well to delivering the curriculum intent.A focus on child peer support between the youngest and eldest children promotes positive relationships, speaking and listening. Consequently, children grow in confidence and display a secure 'can-do' attitude.

They work together with shared goals and outcomes.Children's behaviour is exemplary and worthy of sharing. They understand their own feelings and can share these with their friends, who will support them to reach their goal.

They understand rules and can explain them to others. Children are able to self-regulate and problem-solve together in their role play. For instance, when they all need the same items, they discuss between themselves how they can all take turns.

Parents say they are very pleased with the setting and have strong relationships with the staff. They feel that children develop deep friendships, which helps children to settle well and grow in confidence. Parents report the setting is supportive of families individual needs, with parents receiving advice on strategies for their children's emotional needs.

Parents explain the setting's communication is effective and they always get updated on their child's day.Outdoor learning is a big part of the setting, with children visiting forest school, going on nature walks within the grounds and partaking in activities on the lawn. Children's knowledge of the world is strong.

They talk to friends and staff about the types of flowers, animals and trees they see while walking. Additionally, their physical development is secure, with children being able to walk around the grounds for a significant time.A strong curriculum supports those children moving to school.

Effective partnership working with schools and visits from teachers, supports the children in their transition. The curriculum builds on children's individual developmental needs. As a result, children have the skills and knowledge for their next stage in their learning.

Some children learn to sound out whole words and others focus on independence skills, for example dressing themselves and using their own cutlery, to develop the skills they need.

Safeguarding

The arrangements for safeguarding are effective.All staff have completed relevant safeguarding training.

They demonstrate a good knowledge of the signs and symptoms that a child may be at risk of harm. They understand what to do if they have a concern about a child's well-being. Staff are also aware of what to do if they have a concern about a colleague's conduct.

Risk assessments are robust and staff know how to keep children safe on outings and at forest school. Staff record all accidents and they have received first-aid training and know how to respond effectively in the case of an accident or emergency.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: further improve the curriculum for all children to ensure they benefit from meaningful learning across all seven areas of learning continue to develop the systems for the monitoring of staff practice so that their knowledge builds over time and teaching improves.