Hollybush Pre-School Cic

Hollybush Pre-School Cic Hollybush School, Fordwich Rise, Hertford SG14 2DF

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Inspection date 12 March 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The provider shows a real passion for childcare. Her proactive and flexible approach helps to improve outcomes for even the most vulnerable of children. The provider works closely with other childcare professionals and external agencies to monitor and promote children's welfare. n The provider reflects on the pre-school provision to carefully plan improvement and values the guidance of a local early years adviser. For example, following recent training, she now provides children with a wider range of resources to ignite their levels of curiosity and imagination. n The qualified team of staff works very well together. Staff are clear on their roles and responsibilities, and deploy themselves effectively across the areas children use. This helps to aid the smooth running of the pre-school. n Children settle with ease when they start at the pre-school. One of the ways staff achieve this is by gathering information from parents that is unique to each child. They

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This provision is good

find out about children's individual abilities and the way they may respond in different situations. This helps staff to tailor the early experiences that they provide. n The key-person system is well established and helps to promote children's emotional well-being. Staff know the children well and swiftly provide them with comfort and support as they need. n The support offered to staff does not always focus on how to constantly improve their very good standard of teaching. n Staff do not always provide parents with detailed information on how to precisely support children's learning at home to enable them to make the best possible progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n build on current support for staff to explore further ways to develop teaching that is consistently of a very high quality n focus more precisely on ways to include parents in extending children's learning at home, to enable them to make the best possible progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the provider. n The inspector held a meeting with the provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. For example, all staff are first-aid trained and regularly refresh their knowledge of child protection issues. They know how to respond in the event of an accident and the correct procedures to follow if they have any concerns about children's welfare. The provider regularly meets with staff to discuss children's development and plan future activities. This is one of the ways she uses to monitor children's overall progress. The provider identifies groups of children who require additional support and puts into place effective strategies to help them to catch up. Staff have established good links to various schools and nurseries within the surrounding areas. They invite key staff in to meet with the children. This is one of the ways they help to prepare children for the next stage in their learning.

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Quality of teaching, learning and assessment is good

Staff complete regular and precise assessments of children. They use this information well to provide children with a range of challenging activities. For example, older children explore mathematics and quantity as they count butter beans into numbered pots. Staff encourage them to complete simple calculations and work out how many beans they need to take away or add, to match the figure displayed. They use a sensitive approach to provide children with the correct answer and encourage them to persevere. Staff choose timely moments to talk to children and engage them in discussion. They provide them with ideas to extend their activities. For example, children focus as they make birthday cakes from containers, soft dough and wooden sticks. They talk to staff about who their cake is for and sing 'happy birthday' with them when they have finished.

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Personal development, behaviour and welfare are good

Children thrive in this stimulating environment. They concentrate for long periods of time on their chosen games. Staff provide children with consistent messages about expected ways to behave. For example, children learn that they need to share the resources with others and tidy away the toys before they move on to the next activity. Children have plenty of opportunities to develop their physical skills and access fresh air. For example, children lift their legs up high to march as they join in with action songs. They jump and hop to gallop like a horse and stretch their arms out wide to fly like a plane. Outdoors, children show an interest in others' play and begin to join in. For instance, they maintain their balance as they sit on small vehicles alongside their friends and glide down a hill.

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Outcomes for children are good

The provider makes effective use of funding. For example, children who need support to develop their speech and language skills benefit from a high staff-to-child ratio. Children make good progress from their starting point assessment, and gaps in learning are beginning to close. They are motivated to learn, confident to express their preferences and initiate their own ideas within play. Children learn how to behave in different social situations and demonstrate friendly behaviour towards unfamiliar people. They gain the essential skills that they require in readiness for school.

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Setting details

Unique reference number EY540394 Local authority Hertfordshire Inspection number 10080108 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 21 Number of children on roll 30

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Name of registered person

Hollybush Pre-School Community Interest Company

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reference number

Date of previous inspection Not applicable Telephone number 01992 509906

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reference number

Hollybush Pre-School Cic registered in 2016 and operates from Hollybush School in Hertford. The pre-school employs six members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 or above, including the manager with a qualification at level 6. The pre-school opens Monday to Friday from 9am to 3pm, during term time only. It provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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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reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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