Sarisbury Green Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are excited to see what activities are available and quickly settle into their choice of play. They demonstrate they feel safe and secure in the pre-school and flow within the well-planned environment with ease. Children confidently seek support or reassurance from the proactive staff when required.

Children develop well physically. They have many opportunities to take risks, and they show a huge sense of pride and accomplishment as they achieve what they set out to do. Children receive words of support and encouragement from the nurturing staff.

They form good friendships, behave well and show kindness and go...od manners to one another. They learn good independence skills and show determination to try new things, such as putting on their coats.Children know and remember the routines of the day.

They confidently find their name to self-register and know they must find their own spot on the floor in preparation for yoga. Children start the day well, as they practise what staff describe as 'lift breathing'. They focus and show high levels of concentration as they follow instructions.

Children learn to move their bodies into different positions and develop good coordination and core strength.

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

The manager works collaboratively with staff to implement a balanced curriculum. She has a robust knowledge of child development and ensures children build on the skills they have already learnt.

Staff know all the children well and use assessment effectively to ensure all children make good progress.Children have secure bonds with their key person and have many opportunities to develop good social skills. They show enjoyment in talking with their peers and share stories of their experiences, particularly during mealtimes.

However, some children with allergies do not always get the same experience, as they sit one to one with an adult. This reduces their social experiences during mealtimes.Children's communication and language skills are good.

They show interest in learning new words, such as the name of a baby hedgehog. Children repeat the word hoglet as they create their own, using dough. Staff encourage children to think about mathematical concepts as they decide which hedgehog is the biggest.

Children develop good independence skills. Staff organise self-dressing routines well. They ensure these are part of the curriculum to help children gain skills they need to move on to school.

Children show high levels of self-motivation. They are supported well by skilful staff, who enhance their learning through appropriate questioning. However, at times, staff are too quick to intervene in children's learning to move them on to another activity.

This impacts the depth of children's learning and their ability to fully concentrate on the skill at hand.Children show respect for one another and the rules and boundaries. They are encouraged to talk about their emotions and are starting to self-regulate using the tools they have learnt.

Staff model positive relationships, which have a good influence on children's social skills.Children have many opportunities to challenge their bodies physically. They show perseverance and good strength when using monkey bars, swinging from rope swings and balancing on wobble boards.

Staff work closely with parents and have effective systems of information sharing. This supports consistency for children's learning and ensures any gaps in children's knowledge are bridged quickly. For example, staff and parents work seamlessly to share reports from other professionals, such as speech and language therapists.

This has a positive impact on the progress children with special educational needs and/or disabilities make.Parents share that their children receive the utmost support in their well-being, learning and development. They particularly value how their children follow a good structure and see this as a benefit for them starting school.

Staff feel supported by one another and the manager. They have good communication and provide each other with regular feedback. Staff comment that the feedback boosts their confidence and self-esteem and makes them feel valued.

Safeguarding

The arrangements for safeguarding are effective.The manager takes the lead responsibility for safeguarding and child protection procedures. She ensures all staff are adequately trained.

The manager tests staff knowledge regularly to ensure it remains robust. Staff demonstrate a good understanding of signs that could indicate a child could be at risk of abuse. They understand the pre-schools procedures and how to make a referral externally to those with statutory responsibility.

Staff complete robust risk assessments to ensure their premises remains safe and secure for children. The manager completes safe recruitment procedures to ensure staff are suitable and remain suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review the structure of mealtimes to ensure all children receive the same sociable experiences support staff further to fully recognise when it is appropriate to intervene in children's learning.