Holme Village Pre-School

Inspection of Holme Village Pre- School Village Hall, Short Drove, Holme, Peterborough, Cambridgeshire PE7 3PA

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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

Children settle quickly on arrival at this warm and welcoming pre-school. Staff are kind and caring and close attachments quickly develop between children and their key person. Children welcome staff's interactions in their play. They ask them to read stories and be part of their role play. Staff respond positively and enthusiastically when they engage with children throughout the day.

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The provision is good

Children show motivation and an eagerness to learn. Activities are planned that follow children's interests and learning needs. Children are encouraged to make their own choices and be involved in decision making. For example, children vote on the book they wish to hear read at story time and what food they would prefer for snack from the two choices given. This helps them to feel that their opinions are valued by the adults who care for them.

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The provision is good

Children demonstrate through their behaviour and attitudes that they feel safe and secure in the pre-school. Staff role model positive behaviours and reinforce good manners. Children behave well. At some activities, visual aids are used to indicate how many children can be present at any one time. This helps children to self- regulate and follow the rules of the setting independently.

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need to do better?

n The pre-school is led well by a manager who is passionate about childcare. She shares a clear vision for the future with her team. She works closely with the committee to consider and support the ongoing welfare of the staff. n Children are making good progress. Staff track and monitor children's development to help plan for their future learning. This helps to identify potential gaps and provide children with additional support if required. n The manager closely monitors staff's professional development and meets with them regularly to discuss their practice. She ensures that staff receive appropriate training and support to consistently enhance their teaching and skills. For example, staff have recently refreshed their behaviour management skills and completed training on sustained thinking. This helps staff to consider the types of questions they ask children in conversations that further encourage

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need to do better?

their thinking skills. n The eldest children successfully manage their self-care skills and all children engage in tasks that help to nurture their independence. For example, at snack time, children help to prepare food and pour their drinks. They wash and dry their own plates and cups. n Children are confident speakers. They use a range of descriptive language to describe the pictures they have drawn and engage in meaningful conversations with staff about their life and experiences outside of pre-school. Books are read

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need to do better?

30 January 2020 by staff every day and children listen well. They become engaged in the story and enjoy anticipating what might happen next. n Staff help children to explore early mathematics in their play. They have good opportunities to count, see numbers and compare sizes. At circle time, children are encouraged to think which item of food on the snack list has more names against it than the other. n Staff make time to get to know children and their families. They share regular information about children's learning with parents and work together to meet their needs. Strategies are in place that help to further support children's learning at home, such as a recently introduced book lending library. Parents say that coming to the pre-school feels like family and it is relaxed, safe and secure. n Children frequently access the stimulating outdoor play area throughout the day. This helps to ensure that they maintain a healthy lifestyle as they spend time in

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need to do better?

the fresh air and engage in physical exercise. Children confidently follow a circuit when riding their bicycles. They negotiate the space well and change direction with ease. n Effective partnerships are in place with the local primary school. Children are invited to watch Christmas play rehearsals and sports days. This helps to ensure that children are familiar with school life as they prepare for the next stage in their learning, such as moving into the Reception class. n Children have less opportunities to explore resources that help them gain a better understanding of technology and how different things work.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand their safeguarding responsibilities to report any concerns they may have about children in their care. They demonstrate strong safeguarding knowledge, including the wider remits, such as the 'Prevent' duty guidance. Staff regularly attend training and discuss safeguarding scenarios at team meetings to keep their knowledge refreshed. Robust recruitment procedures are in place to ensure the suitability of adults who work with children. Staff are vigilant about the security of the setting and are deployed effectively to help keep children safe.

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should:

n increase opportunities for children to explore technology and learn about how things work.

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Setting details

Unique reference number 221868 Local authority Cambridgeshire Inspection number 10062085 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 Sessional day care Age range of children 2 to 4 Total number of places 26 Number of children on roll 19 Name of registered person Holme Village Playgroup Committee

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reference number

Telephone number 07842192052 Date of previous inspection 2 February 2016

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Information about this early years setting

Holme Village Pre-School registered in 1996. The pre-school employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 and above. The pre-school opens during term time only. Sessions are from 8.30am until 5.30pm, Monday to Thursday. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector undertook a learning walk with the manager to find out about the setting and the children who attend. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation was completed and evaluated with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation, including evidence of the suitability of staff working in the setting. n The inspector spoke to parents to gain their views.

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Inspection activities

30 January 2020 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

30 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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