Lanivet & District Under Fives

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thrive in this welcoming pre-school.

They arrive happily and immediately settle into their play. Staff provide the children with challenging activities designed to provoke their curiosity. Children learn how to mix materials to make 'clouds' by mixing shaving foam in water.

They delight as they carefully squeeze food colouring from pipettes into the jar to create the appearance of rain. They are delighted with the results and excited by their learning. Staff have a clear shared vision of how and what they want children to learn.

They explain concepts well to children at an age-appropriate level. They ...use themes to teach children about the wider world and support them to take part in community events, such as attending the local Remembrance Day service. Children benefit from a broad and ambitious curriculum.

Staff support children to become more independent over time. They have high expectations of what children can do for themselves. Children benefit from warm and nurturing relationships with staff.

They form secure attachments and cuddle into staff when they are upset or tired. Staff help children to keep themselves safe from harm. For instance, children understand the importance of sensibly holding hands with a partner when on a walk in the local village.

What does the early years setting do well and what does it need to do better?

Staff provide an inclusive curriculum. They support children with special educational needs and/or disabilities (SEND) particularly well to become more confident and independent. Staff speak positively about the impact that recent training in supporting children with SEND has had.

They work closely with other professionals and parents to ensure children's individual care needs are met. Children are happy in the setting and demonstrate they feel safe and secure in the close relationships they have with staff.Children's physical development progresses well.

Staff provide frequent opportunities for children to be physically active and encourage all children to join in. Children demonstrate good control as they balance on stepping stones in the outdoor area. Staff encourage children to move their bodies in different ways as part of fun daily sessions called 'healthy movers'.

For instance, children learn to crouch and jump high as they pretend to be fireworks.Staff promote a love of reading. They work well in partnership with the local school to ensure there is a progressive curriculum linked to reading.

Staff support children to recall known stories. They read regularly to children and ensure children can access a wide range of books independently. Staff are passionate about supporting parents to read with their children.

They encourage children to take home a new book in their book bag each day. Staff report on the positive impact this has had on children increasing their vocabulary.Key persons know their key children well.

They develop targets for children linked to each of the areas of the early years foundation stage. They focus well on the prime areas for the youngest children. However, they do not always share this information effectively with other members of staff to enable them to also focus precisely on individual children's next steps.

For instance, staff provide general support when supporting group activities and do not always adapt their teaching to individual children.Children are enthusiastic learners. They concentrate for extended periods and respond well to staff when working one-to-one with them.

They enjoy taking part in large-group activities. However, on occasion, these activities can become noisy and staff do not wait until it is quiet before giving instructions. At these times, children are not clear on what they are meant to be doing and do not follow instructions promptly.

Children are kind and caring. They patiently wait their turns and share toys very well. Older children recognise when younger children need support in finding equipment.

For instance, they find paintbrushes and say, 'Here you go,' to their friends. Staff give children daily tasks to help with, such as taking fruit to the compost bin. Children demonstrate great pride in these roles and in the increased responsibility they are given as they get older.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen information-sharing between staff to enable them to tailor activities to the individual needs of the children and focus even more precisely on their next steps refine the organisation of group activities to ensure all children can hear instructions and respond promptly to staff.