Sleaford New Life Preschool

Inspection of Sleaford New Life Preschool New Life Centre, Mareham Lane, SLEAFORD, Lincolnshire NG34 7JP

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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 are encouraged by staff to have a positive attitude to learning, especially when they tell staff that they cannot do something. For example, when children tell staff that they cannot use a spade to scoop and pour sand to help develop their hand-eye coordination, staff suggest that they have a turn first and then pass the spade to children. This encourages children to do this independently and no longer need support from staff. Children with special educational needs and/or disabilities are supported to understand and follow routines in the day. For example, staff show them objects to represent what is happening, such as a bowl and cup to let them know when they can have a snack.

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The provision is good

Children receive gentle reminders from staff to be polite and show good manners. This includes staff asking children what they need to say when they ask for an apron. Children reply, 'please'. Staff play games with children to support their physical abilities and to help them learn how to take turns. This includes children playing football outdoors and asking their friends to have a turn to kick the ball. Staff support children's communication and language skills well. They invite children to show and talk to their peers about toys they bring from home. Children show confidence to speak in larger groups.

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need to do better?

n Staff arrange meetings with school teachers, parents and children to help support children for their move on to school. During these times, staff encourage parents to play alongside their children and to understand how they can support them to be ready for their move on to school. This includes staff talking to parents about how they can encourage their children to be independent with toileting and to ask adults if they need help. Furthermore, children get to know the teachers who will care for them, promoting their emotional well-being in readiness for when they move on to school. n Staff reflect on the experiences they offer children and make improvements to increase the experiences that children and families receive. Recent changes include staff waiting in the garden to greet children and their parents when they arrive in the morning. This enables children to understand and build relationships with staff, who are their key person. Furthermore, staff speak to

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need to do better?

parents to find out about their children's morning. These interactions help to strengthen parent partnerships. n The curriculum staff implement helps children to build on their knowledge of how they can keep themselves safe. This includes staff helping children to learn about water safety. For instance, they talk to children about how they can keep themselves safe when they are near a beach, swimming pool and river. Children learn that they can hold onto a foam tube in the water to stop them sinking and

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need to do better?

18 June 2025 to be with their parents when they go near rivers. n Staff are skilful at supporting children to follow their interests. For example, when children play with water, staff challenge children's learning, such as adding a shallow tray and platform for them to jump off and into the water. This enables children to explore and investigate in their play while developing their balance and coordination. n Staff plan daily activities to support children's learning. However, occasionally, staff do not adapt the planning and implementation of activities to meet the different abilities and learning needs of all the children who take part. For example, during a craft activity, staff do not support older children to be challenged in their learning. n Staff know their key children well and what they need to learn next. However, this information is not shared with all staff. This means when other staff play

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need to do better?

alongside children, they do not always understand how to support their individual next steps in learning. Therefore, sometimes, the support children receive is not always highly effective in focusing on what they need to learn next. n Staff talk to children to help them understand how they can show positive behaviours. This includes staff showing children images that represent how to be kind and unkind and helping them understand how kindness makes others feel. Children show that they understand the learning taking place. They tell staff that if they played football with their friends, it would make them happy.

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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 support staff to adapt the planning and implementation of some activities to meet the different abilities and learning needs of all children who take part n develop ways to support all staff to identify and build on children's individual learning needs when they play alongside them.

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Setting details

Unique reference number EY476007 Local authority Lincolnshire Inspection number 10398607 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 31 Number of children on roll 41 Name of registered person New Life Church Ministries (Sleaford)

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reference number

Telephone number 01529304281 Date of previous inspection 1 November 2019

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Information about this early years setting

Sleaford New Life Preschool registered in 2014 and is situated in Sleaford, Lincolnshire. The pre-school employs 10 members of childcare staff. Of these, six hold appropriate early years qualifications at level 3, one at level 4 and one at level 6. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.30am until 3.30pm. The nursery 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 staff implement 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 carried out a joint observation with the manager. 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 about 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

18 June 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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