Tadpoles Community Pre-School

Inspection of Tadpoles Community Pre-School c/o Frogmore Infants School, Green Lane, Frogmore, Camberley, Surrey GU17 0NY

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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

Staff provide a warm and welcoming environment. Children form secure attachments, and positive relationships between staff and children are evident. Children demonstrate that they feel safe and secure, as they make choices from a wide range of good-quality resources and play materials.

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The provision is good

Leaders are enthusiastic and committed to their roles and responsibilities. They have high expectations for every child and have developed a curriculum based on children's interests and what they need to learn next. Staff demonstrate a good understanding of how children learn and develop. They provide an abundance of opportunities to enhance children's communication and language skills, such as through books, stories, songs and rhymes.

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The provision is good

The dedicated managers and staff work very closely with parents and other professionals involved in children's care. This helps them to support children with special educational needs and/or disabilities effectively. For example, they regularly liaise with professionals and parents to seek advice, review children's progress and set children challenging targets. Overall, children show high levels of interest. They explore, investigate and are keen to find things out. They benefit from an abundance of opportunities to play outdoors, including regular visits to woodland during forest school experiences. Children learn about the natural environment and benefit from physical activity.

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need to do better?

n The members of the recently appointed leadership team are very ambitious and passionate about the service they provide. Managers have a strong vision for the nursery. They highly value their staff and recognise the good work they do. Ongoing professional development opportunities, including supervision sessions, help staff continue to develop their skills. Staff report that they feel well supported. n Staff complete regular observations of children and assess their development effectively. This helps them to accurately identify when children may need additional support and implement plans to help them to progress further. n Overall, children behave well and are kind and respectful to others. Staff act as good role models and most implement rules and boundaries consistently. However, occasionally, some staff do not react quickly enough when children struggle to share. n Children's early writing and literacy skills are promoted well. For instance,

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need to do better?

children can confidently make marks and talk about their pictures. A lending library is well established, supporting children to develop a love of reading at home.

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need to do better?

22 January 2020 n Children readily use mathematics in their everyday play, such as when they build sandcastles. Staff use these opportunities to determine children's level of understanding. For instance, when children have five sandcastles and add one more, staff ask them how many they now have. Children demonstrate that they understand simple addition. They know that if they have five and add one more they have six. n Partnerships with parents are good. Leaders and staff use effective communication methods to share information with them, including through daily discussions and face-to-face meetings. Parents speak very highly about the nursery and report how well their children are developing. n Staff support children well in their personal development. They give children consistent messages to help support them to make healthy choices. For instance, staff provide healthy snacks, promote robust hygiene practices, and

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need to do better?

children benefit from lots of physical activity, indoors and outdoors. However, occasionally, staff do not always remind children when they might be at risk, for example by demonstrating how to hold scissors correctly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Robust recruitment and vetting arrangements help ensure that those working with children are suitable for their role. Staff have a good knowledge and understanding of child protection, including the wider aspects of safeguarding. Managers ensure staff undertake regular training so that their knowledge remains current. Staff confidently describe the action they would take if they had concerns about a child's welfare or regarding a colleague's practice. They implement effective risk assessments that help to ensure children can play in a safe and secure environment.

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should:

n support staff to be more consistent in managing children's behaviour and extend the highly effective behaviour management strategies currently used in some areas of the nursery n strengthen the support for children to learn about risks and staying safe.

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Setting details

Unique reference number 509532 Local authority Hampshire Inspection number 10104229 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 to 4 Total number of places 50 Number of children on roll 52 Name of registered person Tadpoles Community Pre-School Committee

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reference number

Telephone number 01252 871995 Date of previous inspection 29 June 2015

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Information about this early years setting

Tadpoles Community Pre-School registered in 1997. It operates from two classrooms on the site of Frogmore Infant School, in Blackwater, Hampshire. The pre-school employs 11 members of childcare staff, 10 of whom hold childcare qualifications at level 3. One staff member holds a qualification at level 6. The pre- school is open from Monday to Friday during term time only. Sessions are from 8am until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the managers completed a learning walk across all areas of the pre-school, to understand how the early years provision and the curriculum are organised. n Joint observations of activities were completed with the managers. n The inspector asked the managers and staff questions throughout the inspection, to help establish their understanding of how to safeguard children, and how they assess and plan for children's learning. n The inspector observed the interactions between staff and the children and considered the impact on their learning. n Discussions were held with parents, and their views were considered.

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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

22 January 2020 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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