Wisps Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children settle well, feel safe and are at ease at the pre-school. They develop good relationships with the staff and enjoy the activities on offer. Children are motivated and enthusiastic learners who enjoy the freedom of where they would like to play, including choosing to play indoors and outdoors.

They benefit from activities which support their interests and offer variety and challenge across the curriculum. Children are engaged and well occupied. They have fun exploring and being creative, such as playing with music and sensory activities.

Staff have a good understanding of children's achievements and monitor the...ir progress closely. Staff know children's abilities and capabilities well and build on these effectively. Staff promote children's well-being effectively.

Children develop good levels of independence and staff are responsive to their needs. For example, they teach children to manage small tasks, such as pouring drinks and getting dressed to go outside. Staff warmly communicate with children and promote their understanding and listening skills well, such as through singing and sign language.

Children with special educational needs and/or disabilities and those that speak English as an additional language are appropriately supported by staff, who provide an inclusive environment. This helps to narrow any gaps in achievement. Staff support children's behaviour and emotional development securely.

For example, they regularly praise children for their efforts, which helps increase their confidence and self-esteem.

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

The nominated person and management team have successfully addressed the last inspection findings and made good improvements. They have ensured all persons connected with the pre-school are known to Ofsted and that appropriate suitability checks have been completed.

In addition, the staff have built good relationships with the schools and share information about children's progress successfully.Children progress well from their starting points and are developing valuable skills needed for their future learning in preparation for school. For example, children benefit from group and circle times, which help them learn about listening and taking turns to speak.

However, transitions between these and tidy-up times are, at times, a little chaotic and do not consistently meet all children's needs. Despite this, staff plan for the children well and know accurately what their next steps in development are.Staff warmly welcome the children into the pre-school and they settle well.

Staff provide a variety of activities that support the children's interests and provide a degree of challenge. For example, as children play with vehicles, staff add construction, which successfully links learning about mathematical concepts.Staff talk and engage with the children well.

For example, staff eagerly ask children questions to help gauge their views, which helps to support their communication and language skills.Children demonstrate that they feel safe. They confidently move around and access resources with ease.

Staff help to build children's awareness of safety well. For instance, as children explore on climbing equipment, staff remind them of the importance of drying this before they climb, explaining it might be slippery from the rain.Communication with parents and other professionals is good.

For example, parents receive regular updates that keep them well informed about how their children are learning and developing. Parents speak highly about the staff and their commitment in helping their children progress.Children's welfare is promoted positively.

Children are cared for in a clean environment. Staff and children follow good hygiene routines. Staff support children to be active and develop their physical skills.

For instance, children excitedly ride on wheeled toys, and enjoy climbing and digging in the allotment areas.The management team offers staff regular supervision meetings and provides opportunities for professional development. For example, staff have recently completed food hygiene training, which has helped them reflect on and promote children's good health.

The management team reflects on what it is offering to children and acknowledges some minor performance weakness in staff, which need refining to enhance the quality and consistency of teaching.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of the procedures to follow in the event of a safeguarding concern.

In particular, they know their responsibilities to make referrals very well in the event of any concerns arising. Staff benefit from regular safeguarding training, which helps keep their knowledge and understanding up to date. They are confident about the signs and indicators that a child may be at risk of harm.

Staff understand how to identify and manage risks to children within the environment. The management team implements robust recruitment processes.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop the transitions between activities and routines more comprehensively to ensure these meet the individual needs of all the children build on ways to enable staff to have specific opportunities to be reflective to strengthen their already good teaching skills to an even higher level.

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