Ruskington Rascals Preschool

Inspection of Ruskington Rascals Preschool Ruskington Village Hall, Parkfield Road, Ruskington, SLEAFORD, Lincolnshire NG34 9HS

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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 with a smile and are warmly greeted by the enthusiastic staff team. They follow the embedded routine as they hang up their coats and bags and independently wash their hands. Staff praise and encourage children when they do this, helping to build on their self-esteem. Children are eager to explore the environment. Staff provide children with a range of activities and experiences that focus on children's individual learning needs. Children have opportunities to develop their fine motor skills. For instance, they develop their cutting skills as they cut and stick different shapes to create blossom pictures.

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The provision is good

Staff have high expectations of children's behaviour and are positive role models. They support children to recognise their emotions and resolve conflicts. For example, staff ask children how they feel when they have conflicts with others. Children tell their friends they are sad and use the 'feeling monsters' to develop their understanding of different feelings and emotions. Children help each other as they collect their bags ready to leave at the end of the day, showing kindness.

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The provision is good

Children enjoy their time outdoors and develop their physical skills. Children show determination as they run, jump, throw and catch balls. Staff challenge children's accuracy when throwing when, for instance, they ask them to throw balls through higher hoops. Younger children chase and pop bubbles, navigating the space well.

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need to do better?

n Staff have planned a curriculum to support children across all areas of learning. They gather information from parents about children's interests and what they know and can do. Staff use this information to plan for children's learning. Children share what they have learned, for example about volcanoes. They remember key words, such as lava and erupting, and say that the 'fire is boiling', showing their developing vocabulary. n Children are keen to explore and investigate their surroundings. However, occasionally, staff do not support children to focus their learning during self- chosen activities. This results in children not concentrating or getting the most from the learning available. n The staff team understands the importance of developing children's communication and language. Children enthusiastically gather on the carpet to listen to familiar songs and rhymes. Children sing along as they join staff, and

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need to do better?

they shake and bang on musical instruments. Furthermore, staff read children favourite stories. Children enjoy filling in the gaps and joining in with familiar phrases. n Staff encourage and support children to be independent. For example, children show confidence as they pour their own drinks at snack time and wash their

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need to do better?

7 March 2025 hands after using the toilet and before eating. Older children try hard as they put on their own coats and high-visibility jackets before going outdoors. n Staff support children with special educational needs and/or disabilities well. They work together with other professionals and make timely referrals to get the support that children need to make progress in their learning. Staff put in place targeted support plans. As a result, children make good progress. Furthermore, funding is used to provide children with resources and a trampette to meet their sensory needs. n Staff have positive relationships with parents. Parents describe staff as being supportive and approachable. Parents appreciate the settling-in process, which supports their children to settle into the pre-school. As a result, children show that they love to attend. Parents share that staff help them to feel part of the pre-school family. Staff share information with parents about their children's

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need to do better?

learning. However, they do not provide parents with ideas about how they can continue to support their children's learning at home. n The small established team of staff works well together. Staff receive regular appraisals, where they discuss their own professional development. Regular team meetings allow the staff team to discuss any concerns and improvements for the setting. For example, after evaluating snack time, changes were made and children now access a variety of snacks when they wish during the session. This supports children's continual play and learning. n Staff skilfully weave mathematical language and concepts as they play alongside children. For example, when children scoop and pour pasta shells into containers, staff use language such as more and less. As a result, children gain an understanding of language to describe quantity.

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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 strengthen staff's interactions with children during self-chosen play to encourage them to benefit fully from the learning experiences n enhance the support given to parents to extend children's learning at home.

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Setting details

Unique reference number EY309842 Local authority Lincolnshire Inspection number 10368363 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 38 Number of children on roll 16 Name of registered person Ashby, Linda Ann

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reference number

Telephone number 07545954412 Date of previous inspection 18 March 2019

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Information about this early years setting

Ruskington Rascals Preschool registered in 2005 and is situated in Ruskington. The pre-school employs five members of childcare staff. Of these, two hold appropriate early years qualifications at level 3 and one holds a qualification at level 6. The pre- school opens during term time. Sessions are from 9am until midday on Monday and Thursday and from 9am until 3pm on Tuesday, Wednesday and Friday. The pre- school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed how the manager implements the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector, manager and deputy manager carried out a joint observation. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n Parents shared their views on the pre-school with the inspector.

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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

7 March 2025 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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