Waltham Leas Pre-School

Waltham Leas Pre-School

Unique reference number (URN): EY252285 Address: Waltham Leas Pre-School, Manor Drive, Waltham, GRIMSBY, South Humberside, DN37 0NU Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2003 Registers: EYR, CCR, VCR Registered person: Palestone Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Staff use robust assessments, including the progress check for children aged between 2 and 3 years, to track children's ongoing development accurately. This ensures that all staff know what children can do and what they need to learn next, allowing them to identify gaps swiftly and create clear next steps. As a result, all children, including children with special educational needs and/or disabilities, gain the skills they need to move on to the next stage of their education. Children are confident communicators and express their needs to staff clearly. They independently access their favourite storybooks and talk to staff about why they enjoy the story. Children are developing their physical skills and core strength as they persevere with climbing outside and catching balls. They are very focused in what they enjoy doing and confidently access a variety of activities that interest them. Children achieve

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Achievement Strong standard

their milestones across all areas of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children settle in and behave very well in this setting. Staff support and encourage children's positive behaviour, and they act as positive role models. They take time to explain the expectations and what is happening next. Staff support children to share resources and take turns. Minor disputes about resources are settled very quickly with the aid of sensitive staff. All children quickly follow instructions and listen carefully. Children demonstrate skills of taking turns and managing emotions. Curriculum delivery is carefully designed to help each child to build confidence in learning new skills, turning small challenges into opportunities for building confidence and resilience. All children build friendships with others as staff skilfully encourage them to interact with each other.

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Behaviour, attitudes and establishing routines Strong standard

The key-person system is well embedded and supports children in meeting developmental milestones effectively. Staff provide an individually targeted approach to intimate care routines for younger children, fostering trusting relationships. Staff treat children with respect. They talk in calm and low voices, seek the views of children whenever possible and show them genuine care and affection. This contributes towards an environment where children feel safe and happy. Leaders ensure that children are punctual and that their attendance is rigorously monitored, helping children to access all learning opportunities, settle quickly and make consistent progress.

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Inclusion Strong standard

Leaders have implemented extremely effective arrangements to support all children, including children with special educational needs and/or disabilities (SEND). Staff deliver a curriculum, with the help of external professionals, to ensure that the individual needs of all children are identified and assessed accurately. Leaders and staff work very well with families to ensure that all children's individual needs are met fully. Support plans are regularly reviewed by leaders, alongside multi-agency professionals, to ensure that all children are consistently making the best possible progress.

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Inclusion Strong standard

Additional funding is used effectively by leaders. For example, they regularly adapt and develop the environment to ensure that the setting is inclusive and supports all children, including disadvantaged children. Staff have created imaginative outdoor spaces for those children who prefer to learn outside. In addition, children independently access an indoor sensory area where they can explore and have the time that they need to self-regulate and to work through any frustrations or behaviour issues.

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Inclusion Strong standard

Leaders and staff access a wide range of training and development opportunities, which enhance their skilled approaches to inclusivity. As a result, all children, including children with SEND, gain the skills they need to move on to the next stage of their education.

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Children's welfare and wellbeing Expected standard

Children develop warm relationships with kind and nurturing staff, who know them well. The effective key-person approach ensures that children form secure attachments with staff. Children are supported in developing independent self-care and hygiene habits, with low- level sinks available in rooms for handwashing. With support from staff, babies and toddlers are encouraged to eat their meals using cutlery with increasing independence. Older children are encouraged to pour their own drinks at mealtimes. Children benefit from healthy nutritious meals prepared on site. Allergies and intolerances are well catered for. Healthy lifestyles are promoted, such as the importance of oral health. Staff ensure safe sleep and safe eating practices are implemented.

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Children's welfare and wellbeing Expected standard

Staff support children's personal development, particularly their independence, effectively. However, during routines times, such as mealtimes and sleep times, leaders do not organise staff to fully focus on learning activities and interacting with children. As a result, some children become frustrated and distracted.

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Curriculum and teaching Expected standard

Leaders plan the curriculum with care, and it covers all seven areas of learning. This helps prepare children for their next stage of learning. Staff place a focus on building friendships through play. Staff join in, encourage children to take part and plan activities that reflect children's interests. This helps children grow in confidence and develop secure social skills. Children make progress in their learning and development. Staff carefully plan experiences for children that enable them to gain physical control over their bodies. Children demonstrate dexterity as they use templates to draw shapes. The well-resourced outdoor area offers challenges with elements including balancing and climbing, which helps children develop coordination and gross motor movements. Staff ensure children exercise energetically and explore in all weather. They carefully sequence the development of fine motor skills across the setting. For example, babies make marks in sand while older children

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Curriculum and teaching Expected standard

Overall, staff plan engaging adult-led activities. For example, children enjoy creating large structures with blocks and incorporating wheeled vehicles. However, on occasion, staff are not clear about the intended learning outcomes during their planned activities. At these times, children do not benefit from teaching that precisely targets their next steps in learning.

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Leadership and governance Expected standard

Leaders ensure that staff have an understanding of their roles and responsibilities. Staff report that they feel supported and respected. Staff training needs are identified through regular supervision sessions, and staff feel confident in seeking support from leaders when needed. This open culture contributes to a strong, cohesive team. Staff are happy and state that they feel that their wellbeing is supported by leaders.

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Leadership and governance Expected standard

The leadership team adopts a reflective and hands-on approach, consistently striving to improve outcomes for all children. However, leaders' current approach to self-evaluation and improvement does not always clearly identify priorities. It does not always target improvements with a clear and ambitious vision for providing the highest quality of care and experiences for children.

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Leadership and governance Expected standard

Leaders have established an inclusive culture where all children, including those who are disadvantaged and children with special educational needs and/or disabilities, are identified swiftly and supported effectively. Leaders work in partnership with parents and professionals to secure support and interventions for children as needed.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

All children are welcomed into the pre-school by the friendly and attentive staff, who show genuine interest in their individual wellbeing. Parents of children new to the setting feel confident and reassured by flexible settling-in arrangements that allow for individual children's needs. Staff build effective relationships with children, providing a safe and secure environment in which to grow. Children demonstrate that they are settled. On arrival, children confidently leave their parents at the door, hang up their coats and bags and settle into their room routines. This smooth start to the day is a result of staff knowing all children well and implementing sensitive, targeted strategies to support new starters and children with special educational needs and/or disabilities. Babies seek out reassurance from familiar

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Inspector:

Rachael Barrett adults and cuddle up to their key person. Staff are knowledgeable and give children practical and emotional support. This helps children to build trusting bonds with the staff and to feel safe and secure.

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Inspector:

Children enjoy a curriculum that helps them learn to talk and listen well. They hear new words every day as staff talk with them during play. This helps children understand language and use new words. Babies begin to make sounds and copy what they hear during songs and rhymes. They learn their first words as adults use actions and gestures alongside speaking to help them understand. Staff build effective partnerships with parents, creating a second home for families. Parents report that staff are caring and approachable and that they feel involved in children's development. Staff use face-to-face communication to update parents on children's progress and remain flexible to individual family needs.

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Next steps

Leaders should support staff to plan activities that focus more precisely on what children need to learn next. Leaders should review the implementation of the curriculum across the setting during routine times, such as nappy changing and sleep times, to ensure consistency in children's learning and support children to build on their existing skills. Leaders should strengthen monitoring and evaluation to further target clear and ambitious priorities for improvement that focus on securing excellence for all children.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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About this inspection

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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Address:

Waltham Leas Pre-School Manor Drive, Waltham GRIMSBY South Humberside DN37 0NU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: North East Lincolnshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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