Stanton Pre-School

Highlights from Latest Inspection

Summary of key findings for parents

The provision is good • The manager is a reflective practitioner and continually seeks ways to enhance the provision further. She uses her her own research to identify how to enhance the learning environment.

She takes account of children's progress to ensure that the provision is targeted to their needs. • Staff know the children well and they regularly assess children's level of development. They work closely with parents to support children's learning.

Parents comment positively about the progress children make and their readiness for school. • Children are busy and active throughout the day. They engage well in the interesting activities that staff plan for them.
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Older children are eager to try new tasks, such as writing their name. Younger children are settled and confident in the pre-school. • Staff are good role models.

They communicate effectively with each other. They teach children to be kind to their friends and support them to resolve issues for themselves. Children help each other during activities and are happy to share resources.

• Staff support children to become independent. Children show determination when they get themselves dressed into costumes. They eagerly help to tidy away resources.

They safely use knives to prepare their snack and clear their plates away afterwards. It is not yet outstanding because: • While staff join in with children's play and follow their interests, they do not consistently offer children highly challenging opportunities to help them to make rapid progress. • The manager does not provide high levels of targeted support to help staff, including those in specialised roles, to become highly confident in their role and to demonstrate high-quality teaching skills.

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