Stanton Drew and Pensford Pre-School

Inspection of Stanton Drew and Pensford Pre-School The Village Hall, Sandy Lane, Stanton Drew, Bristol BS39 4EL

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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 Outstanding

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The provision is good

Children develop secure relationships with staff, especially with their key person. They feel safe and secure. Staff know children well and support their emotional well-being effectively. Children form strong friendships with other children at the setting. Staff have high expectations of all children in their care. They are good role models and give children clear information about boundaries. For example, staff encourage children to think about walking calmly while they are inside. Children behave well and show respect for others around them. Staff work closely with parents to ensure new children settle quickly. They have recently reviewed their settling-in documentation to give a more detailed overview of a child's starting points. The manager carries out a home visit before each child starts, to support transition. Children show confidence and independence as they choose to learn from a range of activities on offer. Staff plan activities that link to children's

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The provision is good

interests, both inside and outside. For example, children show delight in accessing the role-play area outside and engaging in imaginative play as shopkeepers. Children are involved in the local community and wave to the farmers who drive past in their tractors.

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need to do better?

n Staff observe and monitor children well, ensuring all children have the appropriate support in place to prepare them for the next stage in their learning. Older children participate in focused activities that support the development of their phonic knowledge. For example, children learn the initial sounds of their first name. n Staff work closely with outside agencies to ensure children have the appropriate support in place. Children with special educational needs and/or disabilities (SEND) receive high standards of care and support. As a result, all children gain the support they need to make good progress and to gain the skills for future success. n Children develop curiosity about the wider world, such as engaging in forest sessions once a week. The forest leader is passionate about providing enjoyable opportunities for children to explore the woodland, as well as developing their physical skills. Children climb tractor tyres and trees, and develop their

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need to do better?

understanding of playing safely. For example, the staff teach the children how to handle sticks with care. n Children develop good knowledge about healthy eating and the effects of different foods on their bodies. Staff support children to make healthy choices. For example, the setting has recently completed the Healthy Eating Programme, which has encouraged children to engage in different activities to explore a variety of fruit and vegetables. Parents comment on how effective this learning has been, because their children show more awareness of healthier options.

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need to do better?

16 September 2019 n Staff take account of what children already know and support children's exploration and critical thinking well. Staff question children well and encourage them to test their ideas. For example, children are supported to develop their mathematical knowledge through experiments with water. n Children show excitement as they take it in turns to pick familiar objects from the song box. They confidently sing along and engage in different actions to several songs. Children and staff laugh together as they engage in imaginative play linked to the story 'The Three Little Pigs'. These activities help staff support children's early literacy and comprehension skills well. n Leaders work in partnership with other settings and schools to ensure that children's continuity of learning is a priority. Staff talk with parents regularly about their child's progress. While staff's knowledge of children is good, the next

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need to do better?

steps planned for children by staff lack detail and clarity. n Children show high levels of engagement and motivation to learn during adult- led activities. On occasions, when playing independently, children lose interest in what they are doing and need more support from staff to remain focused.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff demonstrate a good knowledge of safeguarding, including wider safeguarding issues such as the Prevent duty. Staff are aware of the procedures to follow should they have concerns about the welfare of a child. The manager regularly updates her safeguarding knowledge and shares this with staff during training days. Staff use risk assessments effectively to ensure children are safe at all times. Leaders and managers have implemented good induction and recruitment arrangements to ensure staff understand their roles, as well as the policies and procedures within the setting.

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should:

n ensure there is clarity around children's planned next steps when sharing these with parents and others n extend the support offered to children during independent play so that they fully engage in activities of their choice.

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Setting details

Unique reference number 133082 Local authority Bath and North East Somerset Council Inspection number 10115410 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 24 Number of children on roll 19

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Name of registered person

Stanton Drew and Pensford Pre-School Playgroup Committee

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reference number

Telephone number 07515712545 Date of previous inspection 27 November 2015

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Information about this early years setting

Stanton Drew and Pensford Pre-School is situated in the village of Stanton Drew. The setting is open term time only. Sessions are available from 9.15am to 2.45pm Monday to Thursday and 9.45am to 1.45pm on a Friday. The pre-school employs three members of staff. The manager holds early years professional status and the two other staff have appropriate early years qualifications.

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Inspection activities

n The inspector conducted a learning walk with the manager and discussed how the environment is used. n The inspector observed a range of activities, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation with the manager to evaluate the quality of teaching. n The inspector looked at a selection of children's assessment records and planning, policies and procedures. She also looked at children's registration records, risk assessments and arrangements for self-evaluation. n In making her judgements, the inspector considered the views of parents.

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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

16 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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