Little Creators Pre School (Denmead)

Little Creators Pre School (Denmead)

Unique reference number (URN): 2783562 Address: Denmead Community Centre, School Lane, Denmead, WATERLOOVILLE, PO7 6LU Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2024 Registers: EYR Registered person: McCrohon, Paige

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create an environment that is harmonious and where children learn to be highly respectful to those around them. Staff build positive relationships with children. They speak to them kindly about the expectations of their behaviour and model politeness. For example, they say please and thank you during interactions at snack time and encourage children to do the same. Staff recognise how some behavioural expectations might need to be adapted, such as for those who may have special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Strong standard

Children develop consistently positive attitudes to learning. This is because staff are highly involved during activities. For example, staff engage closely with children as they joyfully play outside with jugs at the water wall. Staff offer praise and encouragement and children are proud of their accomplishments as they reach up high to pour out their jugs. Children are resilient and enthusiastic.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a secure approach to attendance. They work closely with parents and share information about the benefits of regular attendance. Leaders also ensure parents understand the importance of punctuality to support children's understanding of routines to prepare them for school.

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Children's welfare and wellbeing Strong standard

Leaders have highly secure and effective systems in place that consistently ensure children's welfare and wellbeing. They prioritise and actively cultivate warm, nurturing and responsive relationships with children, ensuring they feel emotionally secure, settled, and ready to learn.

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Children's welfare and wellbeing Strong standard

Mealtimes are a highly sociable and purposeful occasion. Children and staff sit together and engage in rich conversation about their busy mornings. Children confidently and proudly talk about what they would like to be when they grow up, such as doctors and hairdressers. Staff skilfully use these interactions to deepen children's understanding of healthy eating and overall good health. Children are increasingly knowledgeable and can confidently identify foods of high nutritional value, such as fruit and vegetables. Staff effectively extend learning by supporting children to understand different ingredients, such as salt and sugar, and how these should be limited to promote a well-balanced diet. As a result, children are mindful and increasingly independent, confidently making healthy choices as they select nutritious items from their lunch boxes.

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Children's welfare and wellbeing Strong standard

Care practices are consistently delivered with exceptional care, dignity and respect. Staff ensure that children's privacy is carefully protected during intimate hygiene routines such as nappy changing and wiping younger children's noses. Staff speak warmly and kindly to children, maintaining friendly and reassuring conversations throughout. Children's emotional security is consistently and effectively promoted, ensuring they feel safe, valued and well supported at all times.

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Inclusion Strong standard

Leaders strive to provide a highly inclusive provision for all families. They place high priority on accurately assessing and meeting children's individual needs. When children first start at the setting, staff complete starting point assessments, to gain a deep understanding of what children currently know and can do. Leaders also include parents in this process and collaborate with any professionals that may be involved in children's care or learning, such as speech and language therapists or family support workers for those who may have special educational needs and/or disabilities (SEND). This means that children consistently benefit from a joined-up approach.

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Inclusion Strong standard

Leaders provide additional support to those families who need it, such as those who may be known to social services or children who may be at a disadvantage. Leaders are precise in how they use any additional funding they receive for children, to ensure it is targeted to enhance their educational experiences. Through this continued work, staff and leaders have a demonstrable impact on the outcomes of children with SEND and those who may face any others barriers to their learning and/or wellbeing.

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Inclusion Strong standard

Leaders support staff with effective, targeted and purposeful training. For example, staff complete SEND training to enhance their understanding of effective strategies and interventions for children. Through training such as this, staff now feel confident to create and implement individual plans for children and share them with other professionals where necessary.

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Leadership and governance Strong standard

Leaders are passionate and enthusiastic, with a clear commitment to providing high-quality experiences for all children. They regularly reflect on the education they provide and work closely with staff to evaluate the setting's strengths and identify areas for further development. Leaders have identified priorities, including continuing to develop the mathematics curriculum.

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Leadership and governance Strong standard

Leaders have established an ambitious curriculum and are continuing to strengthen how this is implemented consistently across the setting. They are working with staff to develop practice further over time. There is a positive culture of reflection and continuous improvement. Staff say they feel motivated and supported in their roles and are keen to develop their practice. Leaders are mindful of staff wellbeing and have created systems that help to keep workload manageable. Supervision arrangements provide opportunities for staff to reflect on their work and discuss their development.

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Leadership and governance Strong standard

Leaders provide ongoing professional development that is aligned to the setting's priorities, supporting staff to further develop their knowledge and skills. Leaders place a strong emphasis on building positive relationships with parents. They have reflected on how they share information and have taken steps to further involve parents in children's learning. Parents report that they feel well informed about their child's day through communication with their key person. Leaders also work effectively with schools and community organisations to support children's experiences beyond the setting.

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Achievement Expected standard

Children make steady progress in relation to their starting points. Older children become confident communicators and build secure conversation skills as they talk to their friends about their exciting activities at the weekend for instance. Younger children generally gain age-appropriate language skills too as they eagerly copy new words. However, at times, the quality of adult interaction is not consistently effective in fully extending younger children's language and thinking.

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Achievement Expected standard

Children develop secure independence skills. They happily clear their plates and cups away after snack time and are beginning to master new skills, such as dressing themselves independently. Children also develop the ability to express themselves imaginatively, as they play pretend restaurant and cafe games together.

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Achievement Expected standard

Children are beginning to develop mathematical skills. However, staff do not always explicitly teach mathematics to increase children's individual learning further. Generally, children have interactions with staff that support their early understanding of numbers, counting and some language related to measure.

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Curriculum and teaching Expected standard

Leaders have designed a clear curriculum that is generally ambitious well implemented. Staff know children well and ensure activities are meaningful and exciting. Staff and leaders focus on providing enriching activities that build on children's interests and further develop their curiosity and interest in learning.

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Curriculum and teaching Expected standard

Overall, activities and highly engaging and well-adapted to suit the varying ages of the children present. There are some times, for instance, where communication and language activities are not as accurately delivered to support the youngest children at their current stage of learning. Despite this, children engage well as a group and enjoy singing together.

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Curriculum and teaching Expected standard

Leaders have identified that the implementation of some areas of the curriculum is less secure. Staff do teach mathematics explicitly, for example they encourage children to count and recognise numbers however, teaching of broader mathematical concepts is less consistent and the sequencing of children's learning is not always clear. Despite this, children generally gain age-appropriate mathematical learning.

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

Children are remarkably kind, caring and respectful at this warm and welcoming preschool. Secure established routines and processes ensure that all children are continuously supported to thrive. Children arrive happy to see their friends and to discuss the exciting events they have been to at the weekend. They are eager and interested as they quickly get involved with the different activities set up for them.

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

Children engage in a wide range of enriching activities. Leaders arrange these precisely to broaden children's experiences and build on their curiosity. For example, staff teach children about growth, decay and life cycles. Children speak with interest as they engage in meaningful conversations about what plants need to help them grow. Children also speak excitedly of their trips to the park and to see farm animals in the fields in the community. Children are interested in their learning and develop broad vocabulary.

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

Leaders have consistently high expectations for all children in their care and are mindful to support staff to provide teaching that is adapted for all children. For example, staff often recognise how to change activities to support children with special educational needs and/or disabilities. This means that all children benefit from the experiences and teaching provided at the preschool.

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Next steps

Leaders should continue to develop the teaching of the mathematics curriculum so that it is consistently ambitious and well-sequenced. Leaders should support staff to recognise how group activities can be effectively adapted to provide precise communication and language support for the youngest children.

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About this inspection

The inspector spoke to parents, children, staff and leaders 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:

Denmead Community Centre, School Lane Denmead WATERLOOVILLE PO7 6LU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 16:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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