Racing Start Pre-School & Nursery

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About Racing Start Pre-School & Nursery

Name Racing Start Pre-School & Nursery
Ofsted Inspections
Address Belle View Childrens Centre, Ardeen Road, Doncaster, South Yorkshire, DN2 5EU
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff greet children and families warmly at this welcoming nursery.

Children are happy and settled. Leaders and managers implement an effective key-person system. Staff build positive relationships with children.

They know children very well. Staff find out about children's likes and dislikes before they start. This helps them to create a bond with children, who settle quickly.

Children feel safe and secure. Staff create a calm environment for children to play. Children are excited and eager to learn.

They concentrate as they pour water from one container to another. Staff have high expectations of ch...ildren's behaviour. Children say 'excuse me' and 'thank you' as they pass staff.

Their behaviour is good. Staff provide activities that develop children's physical skills effectively. Babies learn to feed themselves using their hands and then a spoon.

Children use their large muscles outside to run. They learn to ride tricycles and scooters. They take delight in playing hide and seek with staff.

They move their bodies in different ways as they try to hide from their friends. Staff plan opportunities for children to use the small muscles in their hands. Children confidently use mark-making equipment, which helps to ensure that they are ready for their move on to school.

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

Staff promote children's communication and language skills very well. They crouch down at children's level and show an interest in what they are doing. Staff use clear spoken language alongside hand gestures and pictures.

This helps all children to feel included. Staff introduce new vocabulary as children play. For example, they describe how the water wheel works.

Staff ask questions that encourage children to think, and they give them time to answer.Staff teach children to develop their independence skills. They show children how to put their coats on and encourage children to try before offering support.

Older children serve themselves at lunchtime. They learn how to use tongs to serve their food. Children show determination and a 'can-do' attitude to their learning.

Staff support children with special educational needs and/or disabilities (SEND) very well. They attend meetings with outside agencies. Staff plan children's next steps in learning.

Leaders and managers use additional money effectively. Children have one-to-one time with staff. All children make good progress.

Children develop a love of stories, songs and rhymes. Staff read stories and sing with all children. Babies look at board books and point to the pictures.

Toddlers sing the songs they learn with their friends. Older children listen to stories in small groups. Pre-school children have a story of the week and develop a good understanding of the story structure.

Children act out and retell the stories they know.Staff introduce children to mathematical language and concepts. They plan activities to help children learn about size and shape.

Staff support children to count objects. Children learn how to use weighing scales. Staff introduce mathematical language, such as 'light', 'heavy' and 'equal'.

Children use mathematical language in their play. For instance, they confidently use number to count how many children are at the water tray.Overall, staff teach children how to keep themselves safe.

For example, they tell children not to speak with food in their mouths in case they choke. However, staff do not consistently support children to understand further how to keep themselves safe. For example, they do not always help children to understand how to keep themselves safe online or explain to children why they should not tip over chairs, and they instead remove the chair with no explanation.

Parents speak positively of the nursery. They comment that their children are very happy. Staff keep parents well informed about their child's day.

They share information on the online app. Staff build positive relationships with parents. They share ways they can support their children's learning and development at home.

The nursery has gone through some recent staff changes. The new management team has worked swiftly to identify the strengths and areas of development at the nursery. It has plans in place to continue the improvements it has already implemented.


The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nuse all opportunities to teach children about how they can keep themselves safe, including how to keep themselves safe online.

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