Willoughby-on-the-Wolds Pre-School Playgroup

What is it like to attend this early years setting?

Children are curious and intrigued to explore the well-thought-out activities and opportunities that staff provide. The pre-school ethos of providing a homely environment is reflected in the service staff provide. The atmosphere is calm, and children are busy and engrossed in their play. Staff know the children very well. They plan an ambitious curriculum for children and provide activities based on their individual interests. Staff are skilful in their interactions and teaching, and they embrace new ideas that children present. As a result, children make lots of progress from their starting points, including those who may need extra support.

Children are confident and show respect to their friends. They learn this from the staff, who role model positive communication and language. Children are kind and play cooperatively with their friends. Staff have high expectations for children's behaviour. Consequently, children consistently behave well. Children are proactive when playing and tidy their own environment. They demonstrate this when pasta overflows from an activity onto the floor. Children find a sweeping brush and dustpan and clean up without being asked by a member of staff. Staff offer lots of praise, which helps children to feel happy and understand that they are behaving well.

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

• There are some committee members who have been in place for a while who are not known to Ofsted. This means that Ofsted has not been able to verify their suitability as required. However, on the day of the inspection, all required checks were in progress. There is no impact on children's well-being or safety, as these committee members do not have any contact with children or access to their personal documentation.
• Staff work with children so that they become independent at mealtimes. Children collect their own cups, pour their drinks, serve their own snacks and share with their friends. They wash their hands before mealtimes. However, personal hygiene is not always well promoted. When children blow their noses, staff do not remind them to wash their hands afterwards, presenting a risk of cross-infection.
• Parent partnership is a particular strength at this pre-school. Parents report how pleased they are with the progress their children make. They praise the friendly and welcoming staff. Parents state that staff provide guidance on how to support their children at home. Staff work closely with parents when children first attend, and they have a robust settling-in procedure. As a result, all children quickly form bonds with staff and other children.
• Staff promote a love of reading. They read books in an exciting way, and children fill in familiar phrases and words. Children recall stories that have been read to them previously. They invite their friends to participate in their 'show' as they re-enact a story using masks. Staff show willingness to improvise and play the part of 'Goldilocks' when asked to by children.
• Staff quickly identify gaps in children's learning. They develop helpful strategies to support children to begin to close gaps in their skills and knowledge. For example, they use puppets and songs within social communication groups to work on speech and language development. When necessary, staff liaise with external agencies to support children's development. Staff also work closely with local schools and other settings that children attend to share information effectively.
• Children have a passion for nature and the outdoors. They demonstrate prior learning and knowledge as they plant sunflower seeds with staff. Children are articulate when explaining that plants need soil and water when seeds are being planted. They know that plants need sunlight to grow and become tall. Children show large-muscle control when using a watering can to water their seeds.
• Staff introduce a wide range of vocabulary to children. For example, when children show an interest in different vehicles, staff talk about a 'runway' and how planes 'take-off'. They provide materials for children to create runways on different surfaces and use words like 'smooth'. However, at times, staff allow the more confident, older children to dominate activities. They do not always encourage the quieter or younger children to engage in conversation. This means that, on occasion, these children do not build on their communication and language development further.

What the setting must and should do next

The provider must:

• implement effective systems to ensure that information about committee members and trustees is provided to Ofsted in a timely manner to enable Ofsted to verify their suitability. (by 23 May 2023)

The provider should:

• support staff to help children to learn about good hygiene practices and why these are important, in particular when dealing with dirty noses
• support staff to identify more quickly when to engage more with quieter or younger children so that all children receive the same level of communication and language support.