Welland Pre-school

What is it like to attend this early years setting?

The individuals responsible for the leadership of the pre-school have failed to notify Ofsted of a significant event. This is a breach of the requirements. However, there has been no effect on the health, safety and well-being of children.

Children happily enter this inviting pre-school and quickly settle into the daily routine. They enjoy circle time at the beginning of the day, where they sit and welcome their peers and discuss the weather and letter of the week. This supports children to develop their listening skills and confidence when talking in a group. Children show a love of books. Staff are animated storytellers. Children delight in acting out the story of 'We're Going on a Bear Hunt'. Children excitedly shout out the familiar words as they stomp around the garden, which widens their vocabulary.

Staff have high expectations for children. Children behave well. They listen to instructions and follow rules. For example, when the bell rings, children know it is time to help to tidy up. Most children show an eagerness to learn and engage in activities. As a result, they are building positive attitudes towards their future learning.

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

• Those with overall oversight of the leadership of the pre-school do not fully understand their roles and responsibilities. They have not informed Ofsted of an event that affected the staffing structure and the management of the pre-school. Despite this, they were able to carry out a comprehensive investigation and ensure that a suitable interim manager was in post. Therefore, there was no impact on the children at the pre-school.
• The curriculum is challenging and interesting. Staff fully consider the learning intentions of the activities they plan and how to involve the children's interests. As a result, most children are keen to learn and engage for long periods. This helps them to make good progress in their learning. However, at times, some of the younger, quieter children spend time alone and do not participate in learning. The prolonged use of dummies stops these children from asking for help and communicating with others. This means that they are not making the full progress they are capable of.
• Children are well prepared for school. There is a strong focus on building children's independence with life skills, such as being able to open their lunch boxes themselves. The pre-school has strong links with the local school. Children have transition days and staff work closely with teachers to share information. Staff talk positively to the children about the move on to school. Consequently, children are excited and keen for the next part of their educational journey.
• Children learn to respect each other's opinions and the value of democracy. They take turns to vote on which book they would like to read next. They listen carefully as staff explain why they are voting. This supports children to feel important and valued.
• Staff are attentive to the individual needs of children with special educational needs and/or disabilities (SEND). Interactions between staff and children with SEND are kind and warm. Staff know the children well. Staff have strong support from the special educational needs coordinator. They work closely with other professionals and make timely referrals so that children get the early and ongoing support they need.
• Children are proud of their achievements. Work around the pre-school is clearly that of the children. Staff encourage children to be creative and follow their own ideas. They regularly praise children. They support children to discuss their feelings and manage their emotions. This builds children's sense of pride and self-esteem.
• Parents speak very highly of the pre-school. They say their children love attending and that the staff are supportive, welcoming and have a positive manner. They appreciate the regular sharing of information via an online app and daily handovers. Staff carry out regular observations and assessments, and children's progress is shared with parents. This allows parents to support children at home and close any gaps in learning quickly.

What the setting must and should do next

The provider must:

• ensure that those with overall responsibility for the management of the pre-school have a secure understanding of what needs to be notified to Ofsted. (by 18 August 2023)

The provider should:

• support staff to recognise and involve those children who are quieter and do not interact, to help maximise their learning experiences.