Step Up Pre-School At Dilton Marsh

Inspection of Step Up Pre-School At Dilton Marsh The Mobile, High Street, Dilton Marsh, Westbury, Wiltshire BA13 4DY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thoroughly enjoy their time and have fun at this stimulating pre-school. They show a strong sense of belonging and are happy and confident. Staff develop close, affectionate bonds with the children and know them and their families well. Children show good social skills. They are kind and considerate to each other. For example, children readily help their friends if they are struggling and enjoy taking it in turns to push each other on the pre-school swing.

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The provision is good

Children show a positive attitude to their learning. Younger children enjoy participating in exciting activities. They are keen to explore new textures as they play with model sea creatures in cornflour and water. Older children are focused and use good thinking skills to solve problems. For example, children work cooperatively to connect drainpipes together, to allow water to flow down into a bucket.

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The provision is good

Although parents are not able to enter the pre-school building currently due to COVID-19 (coronavirus) restrictions, staff ensure that they are kept updated. Parents are happy with the contact they receive through the online system and verbally at drop-off and collection times outside the pre-school.

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need to do better?

n Managers and staff have developed a broad curriculum that targets children's next steps in learning well. They have a good understanding of how to build on children's learning. For example, when promoting physical development, staff focus on developing younger children's arm muscles using larger movements, such as climbing. As children get older, they focus on more precise movements. Older children show good control using scissors and peeling stickers to put on their pictures. n The staff foster good relationships with families. They recognise the importance of supporting parents as well as children. As a result, parental partnership is strong. Parents comment that the staff are approachable and friendly. Staff signpost parents to relevant facilities in the community that may offer further support. n Staff join in well as children play. However, occasionally, staff do not ensure they position themselves at the children's level before engaging them in

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need to do better?

conversations and asking them questions. This does not fully support children who are developing their communication and language skills. n Support for children with special educational needs and/or disabilities is strong. The knowledgeable special educational needs coordinators provide tailored support to meet children's individual needs and help them to make progress. Children benefit from the close partnership working with other professionals.

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need to do better?

5 July 2021 n The members of the management team are passionate about their roles and the expectations for the nursery. They lead their team well and have developed a culture of reflective practice to support staff to continue to develop their skills. However, professional development is not targeted as effectively, especially to support staff to understand when to extend and challenge older children in their learning. n Children behave well. Staff act as positive role models and give children effective guidance and strategies to promote positive behaviour. For example, they provide children with sand timers to support them to develop an understanding of the need to take turns and share resources. n Children are well prepared for their next stages in learning. Staff work in partnership with the local schools to ensure they share information and support the children effectively as they move on to school. Staff encourage children's

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need to do better?

independence through daily activities. For example, older children take care of their own self-care needs and independently choose their own activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff ensure that children's welfare is a priority. Children play in a safe, secure learning environment. Staff are vigilant and minimise any risks indoors and outdoors. Staff have a good understanding of the possible signs and symptoms that could indicate a child is at risk. They have good knowledge of wider safeguarding issues and how to identify and report any concerns. Recruitment and induction procedures are robust, and staff are suitably vetted. This ensures that those working with children are suitable.

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should:

n support staff skills further, to help them engage children in conversations more readily and fully develop children's communication and language development n focus professional development on improving staff knowledge and teaching, to extend and challenge older children in their learning and development.

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Setting details

Unique reference number 2496790 Local authority Wiltshire Inspection number 10194586 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 48 Number of children on roll 41

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Name of registered person

Elisabeth Humphrey and Rachael Dean Partnership

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reference number

Telephone number 01373 826693 Date of previous inspection Not applicable

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Information about this early years setting

Step Up Pre-School At Dilton Marsh registered in 2019. It is located in Dilton Marsh, Westbury. The pre-school is open Monday to Friday from 8.30am to 5pm, term time only. There are eight members of staff. Of these, five have a level 3 qualification and one of the managers has a level 7 early years qualification. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n A learning walk was undertaken by the inspector and both managers, across all areas of the provision, to understand how the managers and staff organise the curriculum and environment. n The inspector completed two joint observations with both of the pre-school managers. n The quality of education during activities indoors and outside was considered, and the inspector assessed the impact this has on children's learning. n The inspector spoke with children, staff and parents at appropriate times throughout the inspection. n The inspector held a meeting with the managers. She looked at relevant documentation, such as records of staff supervision sessions and evidence of staff suitability.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

5 July 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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