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Our last inspection was January 2023 where we were again rated a 'GOOD' by Ofsted

Here are a few of the things they had to say about our team and the care we provide our children. 

  •  Leaders have a clear vision and provide a holistic curriculum. This ensures that children develop socially, learn to be part of a community, and learn the key skills they need to be confident and ready for their next stages of development. Leaders have a strong knowledge of how activities support children's progress. They select resources with clear purpose to help children's learning as well as matching these to their interests.

  • Leaders accurately evaluate the provision that they provide. They regularly work with staff to establish what is working well and what they can improve. Leaders develop plans to enhance learning experiences for children. Staff share ideas with one another to improve their interactions with children. Children benefit from consistent care throughout the provision.

  • Staff plan specific activities to help enhance children's learning. For example, they teach children mathematical vocabulary by creating collage pictures of cars using pre-cut shapes. Staff encourage children to name and compare the properties of different shapes. Children's misconceptions are quickly addressed, which helps them to make progress in early mathematical concepts.

  • Staff engage children in stories well. Children regularly enjoy looking through books throughout the day. Staff sit alongside children to share the books and read to them. They talk about the pictures and explain what unfamiliar words mean. However, during established routine times, staff do not always make the most of opportunities to initiate conversations with children to help them practice communicating.

  • Staff know individual children's needs in detail, particularly children with special educational needs and/or disabilities (SEND). Leaders make every effort to secure the specialised support that children require. Staff provide children with a variety of learning experiences that help them catch up. However, occasionally, they do not always provide children with the targeted support they need to make even more progress.

  • Staff have good expectations of children's behaviour. They ask children to help tidy up, and the children respond positively and know where toys go. Staff guide them if they are not sure and manage minor disputes between children, encouraging them to work together. Children enjoy the responsibilities staff give them and take their jobs for the day seriously. This gives them the opportunity to learn to cooperate successfully with others.

  • Staff build strong attachments with children. They know children well and take the time to listen and understand their needs. Children feel cared for and settle quickly if they become upset during the day.

  • Leaders and staff have developed good partnerships with parents. They share what children learn during the day and make suggestions that may help them learn at home. Parents speak highly of staff and the care they provide for their children. They notice children's improved manners when they use 'please' and 'thank you' at appropriate times.

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