Clifton Moor Pre-School

What is it like to attend this early years setting?

Children benefit from a safe and secure environment. They settle quickly when their parents or carers drop them off. However, the provider has not shared all the required information with Ofsted. Nevertheless, this committee team do not enter the pre-school while children are present.

Children are incredibly happy and eagerly join in with activities. They show a positive attitude to their learning and are keen to explore the activities on offer. For example, children make dough, taking turns to add the ingredients. They use tongs to select assorted shapes and feathers. Older children are keen to copy words and numbers in print. Supporting children's mathematical development is a strength of the pre-school. Children count and begin to recognise numbers past five. They match quantities of bricks to picture cards. Most-able children learn to add and takeaway. For example, during registration they count backwards for children that are leaving at lunchtime. Children gain many of the skills which they need for their next stages of learning.

Children's behaviour is good. Staff remind children about the pre-school's rules and risks, such as not running inside and looking carefully while using scissors. Children willingly use sign language during registration. This helps children to gain a good understanding of expectations.

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

• The provider has not informed Ofsted of all the committee members. Consequently, Ofsted has not been able to undertake the required safety checks to clarify the suitability of these members. However, the committee members do not have contact with children. This means that the impact on children's safety is minimised.
• Staff engage and motivate children to learn. For example, children enthusiastically describe that the flour is 'fluffy' and 'like a teddy'. However, during some activities, staff do not give all children a chance to respond and answer questions. This does not help some children to extend their learning or go beyond what they already know. As a result, some children do not join in or develop their thinking skills further.
• Children eagerly play in the stimulating outdoor area. They demonstrate good physical skills. Children climb and balance, showing good control and coordination. They challenge themselves and gain a good awareness of taking small risks.
• Children develop superb relationships with the staff. Staff know children exceptionally well. Children gain very good independence. They follow familiar routines, and demonstrate good listening and attention skills. For example, children know and understand when it is time to tidy up.
• Children begin to take turns, with support. For example, staff encourage children to use a sand timer to share resources fairly. However, occasionally, staff do not give children the full support which they need to discuss their emotions and feelings, to help them to gain more confidence.
• Partnerships with parents are good. Staff gather information about children's abilities when they first start. For example, they visit previous settings which children have attended. Staff regularly review children's progress with parents. The new manager and staff have communicated well with parents throughout the COVID-19 pandemic. Parents highly praise the manager and staff.
• Children, including those with special educational needs and/or disabilities, are well supported. Staff ensure that children meet their planned targets and make good progress. They work well with other professionals to ensure that all children get the additional support they need. For example, staff use early years pupil premium funding to gain outside activities.
• The new manager values the staff and considers their well-being. Staff reflect on the quality of the provision regularly. The manager supports staff with regular supervision sessions and training. Staff give high praise for the manager and the committee members.
• Children develop a love of stories. Staff are skilled at capturing children's interest in a story. They use props and visual aids in an excellent way. Children become totally engrossed and remember key phrases well. Staff skilfully introduce new vocabulary and give explanations, for example, using words, such as 'delicious' and 'disgusting'.
• Some staff's quality of teaching is exceptional. They encourage and support children's mathematical skills during the majority of activities. Children use words, such as 'medium', with confidence. This fosters children's communication, language and mathematical skills very well.

What the setting must and should do next

The provider must:

• ensure that information is provided to Ofsted about a change to committee members. (by 10 June 2022)

The provider should:

• give children a chance to respond and answer questions, and to be able to join in and think
• help children to reflect on how they feel to enable them to discuss their emotions and feelings.