Dollymixtures Pre-School

Inspection of Dollymixtures Pre-School Methodist Church Hall, Hoddesdon EN11 9ED

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy their time at pre-school and settle quickly when they arrive. They eagerly find toys and resources that they recognise and play well both on their own and with their friends. Children who are new to the setting are closely supported and encouraged by the nurturing staff team. Children show that they feel safe at pre-school. They know where to find their peg to hang their coat and they seek a reassuring cuddle with their key person whenever they are unsure.

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The provision is good

Staff make sure that children have a broad range of activities to help them develop and learn. They use interesting resources that help children to explore. Children make images of their faces with flat stones, milk-bottle lids, shells and wool. They explore how to represent their eyes, nose, cheeks, mouth and hair. Children enjoy exploring which materials make the best nose or mouth.

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The provision is good

Staff get to know the children before they start in order to provide activities and resources that support their good development. Children enjoy exploring rhyme and rhythm as they play world instruments. They move their bodies to music and follow actions to known and new songs. They squeal with delight as they act out 'Baby Shark' and 'Ring O' Roses'. They show good self-control as they walk carefully around the circle and giggle as they bump to the ground.

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need to do better?

n Managers have carefully identified areas for improvement since taking over the pre-school. They have focused on building a strong staff team. As a result, staff understand their roles and responsibilities well and access lots of training that is relevant to their roles. Recent training in closing gaps in attainment between different groups of children has helped staff to support all children to make good progress. Managers spend extra funding that they receive for some children carefully, to meet the individual needs of those children and make sure they reach their potential. n Staff are excellent role models. They show children what is expected of them, for example as they clearly explain why we wash our hands and why we are kind to our friends. Children are developing positive behaviours to support them in their future learning, such as their move on to school. n Staff support children to be independent and imaginative as they play. For

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need to do better?

example, a group of children gather together play tools and start a building project on a puppet theatre. Staff follow their lead and join in with their game, discussing the improvements they are making to the theatre. Staff encourage children's lively conversation about their game, developing their speaking and listening skills. n Managers help staff to focus on what children already know and can do when

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need to do better?

9 September 2019 they first start. Staff build strong relationships with parents, which help them to understand the experiences that children have away from pre-school. Staff encourage parents to get involved in their children's learning. They share reading books and story sacks with parents to encourage children's love of reading at home, as well as at pre-school. Parents praise the care and education their children receive. n Staff carefully assess and monitor children's progress so that they know what children can do and what they need to do next. They quickly identify any gaps in children's development and seek outside help if children need extra support. Children with special educational needs and/or disabilities are well supported. n Staff share that they feel well supported. They have regular meetings with managers to discuss their work and appreciate access to lots of relevant training to help them develop. They feel their workload is manageable and enjoy working

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need to do better?

at the pre-school. Staff have weekly non-contact time to assess and plan for their key children's development. n The quality of teaching is generally strong. However, some small-group activities are not well delivered. For example staff do not always extend these activities to fully engage older and most-able children. Staff do not always successfully support children to understand the meaning of numbers when counting with them, or using numbers in everyday play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers ensure that staff understand how to recognise and respond to a broad range of signs and symptoms of concern about children. Staff clearly explain how to take action to protect children. They attend training and have regular discussions with their managers and each other to share any concerns they may have about children in their care. They know how and when to report any concerns to relevant agencies. This promotes children's safety and well-being.

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should:

n develop the quality of teaching to enable staff to extend activities further to challenge most-able children and to promote their engagement n enhance the teaching of mathematics to help children gain a secure understanding of numbers and build further on what they already know.

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Setting details

Unique reference number EY544032 Local authority Hertfordshire Inspection number 10093801 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 5 Total number of places 32 Number of children on roll 26 Name of registered person Dollymixtures Pre School Partnership

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reference number

Telephone number 01992 461426 Date of previous inspection Not applicable

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Information about this early years setting

Dollymixtures Pre-School registered in 2017. It employs nine members of childcare staff, all of whom hold appropriate qualifications at level 2 or above. The pre- school opens Monday to Friday, during school term time. Sessions are from 9.30am until midday. There are also sessions on Monday and Tuesday from midday until 2.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector completed a learning walk with the pre-school manager to understand how the early years provision and the curriculum are organised. n The inspector carried out three joint observations of practice with the manager and registered person of the pre-school. n The inspector spoke to staff and children throughout the inspection at appropriate times, to gather their views on the pre-school. n The inspector observed children and staff taking part in a range of activities both indoors and outdoors. n The inspector reviewed documents relating to staff suitability, including evidence of suitability checks and evidence of paediatric first-aid qualifications. n The inspector spoke to parents of children at the pre-school and took their views into account.

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Inspection activities

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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Inspection activities

9 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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