Sleaford Methodist Pre-school

Inspection of Sleaford Methodist Pre- school Church Hall, Church Lane, SLEAFORD, Lincolnshire NG34 7EL

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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 Good

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The provision is good

Most children are happy when they arrive. Those who are unsettled receive comfort from staff. This helps them to settle quickly. Staff offer children an exciting range of activities and resources that capture their interests. This contributes to children being engaged and motivated to learn. Children show a good relationship with staff. For example, they hold out their arms and cuddle them. Children demonstrate that they feel safe and are emotionally secure. Parents comment positively about the pre-school. They say that children call staff their 'best friend'. Children behave well. They are keen to show staff and other children when they wear dressing-up clothes. Children demonstrate pride in their appearance.

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The provision is good

Staff have high expectations of children's learning. They support children with special educational needs and/or disabilities (SEND) and those who speak English as an additional language well. Staff offer children unique opportunities to develop their understanding of English words. For example, they use sign language when they sing a welcome song. Children join in with the actions and words.

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The provision is good

Younger children are keen to explore and investigate. They shine torches around the room and look in awe at how the light dances. Older children confidently talk about their experiences, such as the part they play in the 'nativity'.

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need to do better?

n Staff work well in partnership with other professionals to provide support for children with SEND. They put targeted plans in place to help children with their individual needs. n Staff know children well. They are well qualified and use their knowledge of childcare to plan for what children need to learn next. Staff plan experiences for children and also give them time to lead their own play and learning. As a result, children make good progress from their starting points. n Staff support children to develop their mathematical skills. For example, they ask older children to make a tally of the children who attend the pre-school. Staff encourage them to compare quantities. Children count the number of girls and then the number of boys present. This contributes to their understanding of numbers. Staff are skilful at helping children to recognise shapes. Children learn the names of three-dimensional shapes, such as 'cone', 'pyramid' and 'sphere'.

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need to do better?

n Staff use the curriculum well to broaden and enhance further children's experiences, particularly for those who are disadvantaged. For example, they provide them with opportunities to go on a bus to visit a farm park to see different animals and 'Santa'. Staff help children to extend their learning further. For example, when they show them different toy animals, they ask children to recognise where they live, such as in a zoo or in the jungle. This contributes to

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need to do better?

17 December 2019 children's developing knowledge of the wider world. n Staff give children plenty of praise and encouragement. This helps to raise children's self-esteem and confidence and promotes positive behaviour. Children behave well and know what is expected of them. n Staff encourage children to be independent. Children wash their hands prior to eating and serve themselves food and drinks. n Children have opportunities to take and manage risks in their play. For example, they use knives safely to cut up banana for their snack. However, staff do not consistently help children to develop their understanding of the potential risks when they use technical devices to access the internet in the home and at the pre-school. n Staff share information with parents about their children's learning. They talk to them daily and invite them to attend a meeting to discuss their child's progress. However, staff do not consistently support parents to develop their children's

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need to do better?

learning further at home, for example to help children develop a love of books and stories. n The management team and staff work well with schools that children will attend. They invite teachers to see the children in the pre-school before they start and share information with them about children's development. This contributes to consistency in children's learning. n Staff provide children with opportunities to develop their literacy skills. For example, they ask them to listen for the sound that represents the first letter in their name. Children show a positive attitude to learning. They listen carefully and recognise the correct sound.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff place a high priority on keeping children safe. They check the toys and resources when they set them out each morning and remove any identified hazards. This helps to provide a safe environment for children to play. Managers and staff have a good understanding of the signs of abuse. They carry information with them at all times that includes details about agencies to contact if they have concerns about children in their care. The management team works tirelessly with other agencies to promote the safety and welfare of children.

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should:

n offer parents support to continue their children's learning at home, particularly to help their child to develop a love of books and stories n consider ways to develop children's knowledge of the potential risks when they use technical devices to access the internet.

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Setting details

Unique reference number 253601 Local authority Lincolnshire Inspection number 10072686 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 26 Number of children on roll 42 Name of registered person Sleaford Methodist Pre-School Committee

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reference number

Telephone number 01529306977 Date of previous inspection 4 February 2016

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Information about this early years setting

Sleaford Methodist Pre-school registered in 1993 and is situated in Sleaford. The pre-school employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3, one at level 5 and one holds qualified teacher status. The pre-school opens from Monday to Thursday from 9am until 3.45pm and on Friday from 9am until midday during term time only. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of all areas of the pre-school. 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 carried out a joint observation with one of the pre-school managers. n A meeting was held between the inspector and the pre-school management team. The inspector reviewed a sample of documents. This included evidence about staff suitability and training. n The inspector spoke to several parents during the inspection and took account of their views.

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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

17 December 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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