Willesborough Baptist Preschool

What is it like to attend this early years setting?

Children and their families are warmly welcomed at this friendly and inclusive setting. Staff know their children well. They plan interesting and engaging activities based on their interests and needs. For example, children delight in exploring items hidden in shaving foam and water outside. Staff have high expectations for children. They support children to manage their own feelings and behaviour. This helps children behave well. They ask their friends to play and share their toys. Staff are good role models. They have successfully prioritised developing children's communication and language skills. Children listen well to familiar stories and remain focused and engaged when exploring books with staff.

Children have positive relationships with staff, who encourage and praise them. Staff frequently offer children cuddles and comfort. This supports children's self-esteem and confidence. Children with special educational needs and/or disabilities (SEND) are well supported. Staff ensure that they put in place a range of initiatives to ensure all children make good progress. For example, children take part in nurture groups to support their language and listening skills. Staff focus on developing children's independence well. Staff are calm and patient in their approach. They focus on developing children's independence well. Children proudly show how they wash up their own cups and plates at snack time.

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

• Leaders and managers are reflective and committed. Significant progress has been made since their last inspection. They recognise the journey they have been on and the challenges they have faced. They prioritise support and training for staff. This has had a significant impact on the quality of practice and provision.
• Children benefit from a wide range of experiences. Leaders and managers have invested in the outdoor area to support children's physical skills. Children enjoy climbing on the wooden climbing frame and performing on the stage. However, at times, some staff become engrossed when working with small groups and do not always recognise when other children would benefit from joining in. Occasionally, this leaves some children not as engaged as they could be in learning opportunities.
• Parents talk highly of the setting. They say that their children have made good progress in their speech. They talk of the help they have in accessing other support, such as the local food bank, community café and lending library. They talk of the friendly and approachable staff. They say that the setting has made positive changes and that their children are happy and safe.
• Staff's interactions with children are positive. Staff successfully extend children's language and thinking. For example, children use words such as 'scorpion' when exploring which insects slither, crawl or fly. Staff use children's next steps to plan opportunities that interest and motivate them. Children enjoy exploring objects in a box, developing their vocabulary and knowledge of words. They talk excitedly about their knowledge of rock pools.
• Leaders and managers use additional funding effectively to provide children with one-to-one support. They have invested in a range of resources and in developing the environment. Staff implement a range of initiatives to support children's communication and behaviour. This helps to ensure that children make good progress.
• Children are supported well by staff. When they need additional help, staff are swift to help them manage conflicts. Children respond well and help to tidy up when asked. However, transition routines are not always well organised. At times, children are unsure about what is happening next. This impacts on their understanding of what is expected of them.
• Staff work well together. They talk highly of the advice they receive from a local school and the positive impact this has had. They say they enjoy working at the setting. They say that they are proud to be part of the church community. They talk positively of the opportunities they have to develop their own knowledge and skills.
• Staff work hard. They are passionate and proactive. They have effective partnerships with local schools, settings and external agencies, such as the local authority. Staff have prioritised gaps in children's learning following the COVID- 19 pandemic. Staff encourage children's developing mathematical skills. For example, children enjoy counting their places when playing snakes and ladders together and giving change when role playing 'shops'.

What the setting must and should do next

The provider should:

• review and improve the organisation of transition routines to help children understand what is happening and staff's expectations of them
• build staff's confidence in supporting all children to remain purposefully engaged during small-group activity time.