Honeypot Gainsborough Pre-School

Inspection of Honeypot Gainsborough Pre-School Charles Baines Community Primary School, Baines Road, Gainsborough, Lincolnshire DN21 1TE

p.1

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

p.1

The provision is good

Children are happy to arrive at this welcoming pre-school. They demonstrate a good understanding of routines in the day. Children hang their coats and wash their hands when they arrive.

p.2

The provision is good

Staff have high expectations for children's personal development. They provide opportunities for children to stand in front of their peers to show them how to do the actions to favourite nursery rhymes. Children are confident, demonstrate a sense of achievement and have a positive attitude to these experiences. They behave well.

p.2

The provision is good

Children enjoy being physically active in the new outdoor area. They catch balls, run with their friends and show good balance and coordination when they jump across stepping stones.

p.2

The provision is good

Children demonstrate that they feel safe and secure. Since the COVID-19 (coronavirus) pandemic, the manager has made changes to how she provides visits for children and their families before they attend the pre-school. She invites them to view the pre-school when other children are not present. This enables children to become familiar with the environment and gives parents an opportunity to share information about their child's learning and care needs.

p.2

need to do better?

n Staff help children to develop their mathematical skills. For example, they show children how to use a ruler to measure how far they can jump. Older children begin to recognise numbers and distance. n The manager shares information about children's achievements with other early years settings they also attend and with schools when children move on. This helps to promote consistency in children's learning. n The manager, special educational needs coordinator and staff support children with special educational needs and/or disabilities well. They put targeted plans in place and work closely with parents and other professionals to support children's individual needs. n The manager and staff use additional funding to provide a curriculum that offers children opportunities to extend the experiences they receive at home. They ensure that all children have opportunities to join in virtual music sessions and

p.2

need to do better?

activities to develop their physical skills. This helps to close any gaps in children's learning. n Staff help children to learn skills they need in preparation for their move on to school. They encourage all children to be independent. Younger children use a step to reach the sink to wash their hands. Staff encourage children to manage

p.2

need to do better?

13 May 2021 their clothing when they use the toilet. n Staff support children to develop their imaginative skills. When children act out favourite stories, staff repeat familiar phrases from the book. This helps children to follow a narrative and to secure their understanding of the story. However, occasionally during children's play, such as when they see an aeroplane, staff do not follow children's interests to expand their knowledge further. n Staff provide opportunities for children to learn how they can keep themselves safe when they ride a bicycle. Children say that if they wear a helmet, 'it keeps you safe'. However, staff have not identified ways in which they can help children to learn about potential dangers when they use technological devices to access the internet. n Staff promote positive behaviour. For example, they remind children to listen to others. Children learn to take turns in conversations. Staff help children learn to

p.2

need to do better?

share as they ask them to take turns when they use musical instruments. n The manager supports her staff well. She invites them to attend supervision meetings to reflect on their practice and identify how they can continue to support children's learning. Staff attend training courses to deepen their understanding of how to support children's communication and language skills. For example, when children use spades to fill buckets with soil, staff use words such as 'you are scooping'. This contributes to children's understanding of words that link to their actions.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff have a clear understanding of their safeguarding role. They know what to do if a child may be at risk of harm and how to report any concerns. The manager works closely with other agencies and professionals to promote the safety and welfare of children. Staff regularly clean the toys and equipment. This helps to provide a safe environment for children to play. The manager checks staff's ongoing suitability to work with children. This helps to ensure that adults who work with children are suitable to do so.

p.3

should:

n improve staff's understanding of how to help children to become aware of potential risks when they use technological devices to access the internet n strengthen staff's interactions with children to help them to extend and build further on children's immediate interests.

p.3

Setting details

Unique reference number EY558336 Local authority Lincolnshire Inspection number 10190082 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 20 Number of children on roll 39 Name of registered person Honeypot Preschool Gainsborough

p.4

reference number

Telephone number 01427 679693 Date of previous inspection Not applicable

p.4

Information about this early years setting

Honeypot Gainsborough Pre-School registered in 2018 and is situated in the grounds of Charles Baines Community Primary School in Lincolnshire. The pre- school employs six members of childcare staff. Of these, two hold appropriate early years qualifications at level 5, two at level 4 and two at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until 12 midday and from 12.30pm until 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the pre-school. n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed how the manager intends to implement the curriculum. n The inspector observed the quality of education 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 the manager. n The inspector held a meeting with the manager. The inspector looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to several parents during the inspection and took account of

p.5

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.

p.5

Inspection activities

13 May 2021 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6