Westfield Preschool

Inspection of Westfield Preschool Memorial Institute, Doncaster Avenue, Sandiacre, Nottingham NG10 5FJ

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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 Good

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The provision is good

Children arrive happily at the setting to be greeted by caring staff. Older children take part in self-registration and are keen to have a go at writing their names on whiteboards. All children very quickly settle into the stimulating environment that staff create. Children behave well and develop positive attitudes. They share, take turns, listen and follow instruction. Staff are good role models.

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The provision is good

Children embrace the opportunities for learning that staff provide, indoors and outdoors. They are keen to explore the pre-school garden, enjoying fresh air and physical activity as they do so. Children spend long periods of time searching for bugs, safely navigating their way around the garden. They show kindness towards each other as they invite their friends to help look. Staff remind children they have found insects under logs before and encourage them to lift the log. Children predict a worm might be under the log. They are pleased to find some ants. Staff support children to compare the sizes of the insects. Children are caring as they gently try to catch some ants in the bug home. They talk to each other about what they think ants would like in their home. These acts of consideration and thoughtfulness help to create a friendly and positive feeling atmosphere.

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need to do better?

n Children behave well and they are continuously engaged in interesting experiences. Children show they understand most rules and boundaries. For example, they wait their turn to go into the sandpit if there are already four children playing in that area. All children eagerly help to tidy away as the tidy- up song is playing. When needed, staff take time to explain to children why the rules are in place. For example, as children excitedly run to their next activity, staff get down to children's level and talk through why it is important to walk inside to keep ourselves safe. n The manager has worked with the staff team to create a curriculum through which children learn about the world around them and develop life skills for their future education and beyond. For example, staff take children on outings to the local shop, where they learn how to use money to pay for their shopping. n Staff know the children well and are clear what they want them to learn next.

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need to do better?

Staff join in children's play with enthusiasm to support their development further. For example, staff ask questions to encourage children to listen and think. They introduce new words to build children's vocabulary and help older children to learn the initial letter sounds of their names. However, at times, staff do not allow children time to finish off their activity. For example, by following the daily routine, such as tidy-up time and when it is time to come back inside, children were interrupted while building a house with bricks. They had made the model up to the roof and were thinking about how to make a gate when they were

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need to do better?

8 July 2024 asked to take their model apart and put it away in the box. n To support children's emotional development, staff help them to understand their feelings. Staff read books to children about emotions so that children can identify different emotions. Children recognise at the end of the story the character feels happy. n Partnerships with parents are strong and well established. Information about children's activities is shared with parents using online platforms. Parents are invited into the setting regularly to meet with their child's key person to discuss their ongoing development. This helps parents to be fully informed about their child's next steps and progress. Parents' feedback is positive. They speak highly of all the staff and particularly appreciate the supportive approach to toilet training. n Staff provide many opportunities for children to become independent learners. For example, children put on their own apron for a painting activity. Staff have

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need to do better?

adapted the paint bottles, so that children can confidently tip the paint bottles upside down and squeeze paint into a pot. Children experiment and mix colours, taking pride in their achievements. Also, during snack time, staff set up the snack, so children have a choice. Children wash their own hands and confidently serve themselves snack. Staff have set out various tools to use, for example children learn how to use tweezers and spoons independently. n Staff have access to a range of training courses that supports their professional development. Recent training has been closely matched to the needs of the children who attend the nursery. This supports staff to continually build on their strong teaching skills and promote the development for individual children's needs. For example, staff recently attended training on how to help new children transition into their setting and identify ways to meet their needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n improve staff's understanding of how routines can be used effectively to avoid interrupting activities children are interested in to further enhance children's children play and learning.

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Setting details

Unique reference number EY486174 Local authority Derbyshire Inspection number 10337186 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 24 Name of registered person Westfield Preschool CIC

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reference number

Telephone number 07494369707 Date of previous inspection 16 July 2018

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Information about this early years setting

Westfield Preschool registered in 2015. The pre-school employs four members of staff. The manager holds a level 5 qualification, two staff hold appropriate early years qualifications at level 3 and one holds a qualification at level 2. The pre- school opens on Monday and Friday from 9am to midday, and on Tuesday, Wednesday and Thursday from 9am to 3.30pm, during term time. 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 The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children to find out about their time at the setting. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the 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

8 July 2024 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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