West Park Kindergarten

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About West Park Kindergarten


Name West Park Kindergarten
Inspections
Ofsted Inspections
Address West Park Drive, Stanley Park, Blackpool, FY3 9EQ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Blackpool
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are confident and show they feel safe and emotionally secure. They are eager to arrive and settle in very well.

Children form strong attachments with the staff and enjoy a reassuring cuddle when they are tired. They make independent choices in their play and access toys and resources freely, with interest and curiosity. For example, children press the buttons and carefully turn the pages on the technology books.

They work out how to manipulate the toy vacuum cleaner up and down the steps. Older children talk to their friends about how to look after the dolls in the home corner and decide what to make them for ...dinner. Children are provided with plenty of opportunities to learn about the world around them.

Staff organise regular outings to the parks and zoo and take children to the reptile roadshows at the local school. Children draw pictures of the spiders and do rubbings of the leaves that have fallen from the trees. They know that the cakes will change colour and that they will be ready when the oven bell rings.

Children are active and enthusiastic and develop the key skills and attitudes needed to be ready for future learning.

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

The management and staff team have made significant improvements since the previous inspection. The views of staff, children and parents are regularly sought to help identify strengths and determine further development plans.

The managers have made improvements to the programme of staff support and supervision. However, they have not had time to monitor staff training rigorously enough to identify the impact on children's outcomes.Staff provide resources and activities that some children may not otherwise experience.

For example, children enjoy regular outings in the local community. However, staff do not consistently support children's understanding of people and communities beyond their own experience.Children are excited to participate in activities and are eager to take on a challenge.

For example, babies keep on trying as they balance the tubes on top of each other. Older children climb and balance on the large play equipment and develop confidence in their own physical abilities.Staff use mathematical language and encourage children to solve problems.

Younger children notice the triangle and square shapes made from cutting up their food. Staff give older children ideas and suggestions to help them to match and count the pictures on the dominoes.Staff keep parents well informed of their child's progress and help them to build on what children need to learn next.

Parents praise staff for the activity ideas to continue at home. For example, they say that their children enjoyed arranging their dolls in size and categorising them into big and small.Children thoroughly enjoy joining in with familiar stories, action songs and rhymes.

Staff help children to acquire new words and engage them in purposeful conversation.Babies have plenty of space to move around to develop their physical skills, such as crawling and walking. Older children join in enthusiastically with yoga activities.

They use a variety of resources to strengthen their hands and fingers. For example, they use tongs to carefully pick up toy spiders and place them in the pot. This helps them to develop the skills to promote early writing, ready for school.

Staff help children to understand expectations of behaviour. Children play cooperatively together and manage minor disputes effectively for themselves.Children are supported to become increasingly independent in managing their personal needs.

They learn to put on their shoes and coats and develop the skills they need to be ready for school.Staff use observations to monitor the progress each child is making. The dedicated special educational needs coordinator supports parents and staff to seek early support when needed.

Strong partnership working with other professionals is established to help promote a consistent approach to children's learning and development.

Safeguarding

The arrangements for safeguarding are effective.Staff have a robust understanding of how to identify and promptly deal with a concern about a child's welfare.

They have a good knowledge of wider safeguarding issues, such as an awareness of county lines. Staff know what to do about an allegation against another member of staff. They complete regular risk assessments and promptly identify possible risks and hazards.

Children learn how to keep themselves safe, for example, when on outings and when using the toys and equipment. They know that staff should wear oven gloves when putting fairy cakes in the oven as it gets hot.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: reflect on the effectiveness of the newly introduced programme of staff training, supervision and support to raise the quality of teaching and help children make the best possible progress nenhance the opportunities children have to learn about people and communities that are different to their own.


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