Humberston Pre-School

What is it like to attend this early years setting?

Children are happy and content in this purpose-built setting. Staff know the children well and know what they enjoy doing. As a result, children come into the setting with enthusiasm and settle quickly. Children are supported to discuss their feelings. For example, on arrival at the setting, children think about whether they feel happy or sad. This can lead to further discussions about their emotions.

Well-planned activities and resources are available. Gaps in children's learning are identified at an early stage to ensure suitable interventions can be put into place. The manager has a good understanding of local referral processes. This means families and children can get additional support when necessary. Children make good progress, especially children with special educational needs and/or disabilities.

Children's behaviour is very good. Staff support children to take turns. They wait patiently when there are not enough resources available for every child. A bell followed by music signals when it is time to tidy up. Children are learning to be independent. They can access the bathroom on their own and wash their hands before eating. During mealtimes, staff carefully explain to children how they should open items from their lunch boxes. For example, they tell them to 'pinch' the sides to open a packet of crisps.

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

• Children's communication and language skills are well supported. Practitioners explain what new words mean. For example, during a story, they talk about what the word 'furious' means. This supports and extends children's vocabulary. Stories are brought to life to keep children engaged. Children have 'wands' that they use throughout the story. Children imitate what they have heard in the story. While playing outside, children say, 'Abracadabra, stop raining.' This supports children to develop a love of reading and books.
• Mathematics is embedded at every opportunity. For example, practitioners support children to use their 'wands' to count the number of taps within a story. At lunchtime, children count how many children have cheese sandwiches and how many have ham sandwiches. This supports children's understanding of mathematical concepts.
• Routines are well established throughout the day, and children know what comes next. For example, at snack time, children know they need to wait until the bell rings to signal it is their turn. However, this means children can be waiting a long time. Children transition between the outdoors and indoors as a large group. As a result, the area where children need to change their footwear becomes quite busy.
• The setting uses additional funding effectively to support children further and ensure all children make good progress. For example, staff have used funding to provide children with safe spaces in which they can feel calm. Toothbrushes have been purchased to ensure children brush their teeth after meals. This also supports children's understanding of oral hygiene.
• Training plans are in place to support staff's ongoing professional development. More-experienced members of staff support apprentices. However, training is not prioritised to ensure new staff receive training on all elements of safeguarding early on in their employment. This means some staff are unaware of their responsibilities around the 'Prevent' duty. Leaders and managers have a good understanding of how to support staff's well-being.
• Parents are happy with the education and care provided. Parents recommend the setting to friends and family. In particular, parents value the communication they receive through an online application. Parents are provided with activities that they can try at home to extend their child's learning.
• The setting works effectively with several other professionals, such as health visitors and social workers. Statutory and ongoing assessments are detailed to ensure staff can support parents and children with any gaps in learning and provide advice and support. These also ensure children continue to make good progress.
• The setting encourages healthy lunch boxes and provides parents with suggestions and ideas on how they can provide healthy meals. Children also take part in yoga sessions and benefit from opportunities to explore outdoors. This supports children to understand what is required for a healthy lifestyle.

What the setting must and should do next

The provider should:

• manage daily routines more effectively to ensure children are not waiting for extended periods of time
• further develop the induction programme to ensure all elements of safeguarding are included at an earlier opportunity.