Baddesley & Grendon Pre-School

Inspection of Baddesley & Grendon Pre-School Woodside Primary School, Maypole Lane, Atherstone CV9 2BS

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Requires improvement

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The provision requires improvement

Teaching within this pre-school is variable. The performance management arrangements do not focus sharply enough on extending staff's skills in teaching. The manager is confident about the pre-school's curriculum intent. However, staff do not provide activities that reflect what it is that they want children to learn. During the implementation of some of the adult-led activities, children do not benefit from the most appropriate challenges in their learning, to help them make best progress. Nevertheless, children really enjoy their time at this pre-school, they are keen to explore and have a go at the broad range of activities on offer. This includes accessing a range of ingredients to make play dough, that they then take with them to use at home. Staff provide a safe environment and meet children's care needs well. Children settle well as they separate from their parents. Staff provide tailored care to meet each child's individual needs. Staff encourage the

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The provision requires improvement

children to use their manners at every given opportunity and, as a result, children have lovely manners. They are polite to one another, to staff and visitors. For example, the inspector thanked a child for making her an ice-cream in the role-play area and the child responded with, 'you're welcome'.

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need to do better?

n The manager supports her staff's well-being effectively and they work well together as a team, overall. Since the last inspection, the manager has ensured that all staff have accessed training on safeguarding. Staff also benefit from training such as first aid. Therefore, children receive appropriate treatment in the event of an accident occurring at pre-school. However, staff are not confident in all aspects of their roles. They do not have a secure enough understanding of how to best support and challenge children's learning and development. n The manager identifies the focus for many children returning after periods of absence due to the COVID-19 pandemic is on their personal, social, and emotional development. Staff identify appropriate next steps in the children's individual learning, and plan opportunities to support these. However, staff do not always successfully focus on their intentions for children's learning in the

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need to do better?

delivery of the activities. n Staff provide a nurturing and sensitive approach to children with special educational needs and/or disabilities (SEND). Staff gain support and follow guidance from SEND professionals involved in the care of the children. This ensures these children have a consistent approach towards their care and learning. n Staff support children's communication and language skills and adapt the organisation of group time when younger children are present. Staff engage in conversations with children about how to keep themselves safe during trips to

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need to do better?

17 May 2021 the local forest school. Staff help them to understand the boundaries by explaining their expectations of how they would like children to behave in the woodland area. Staff explain why it is important that they do not run inside the pre-school. Children confidently relay this information to their peers if they see them running indoors. n Partnership working with parents and other professionals is well established. Parents and grandparents say they are very happy with the service they receive. Staff frequently share information about the children's learning with their parents through written reports and daily verbal communication. Staff also provide suggestions of activities to help parents support their children's mathematical and literacy skills at home. n Staff promote children's good health. There are procedures in place to ensure the spread of infection is minimised. Staff have adapted some of their practices

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need to do better?

in response to the COVID-19 pandemic. Staff encourage children to wash their hands on arrival. The manager introduced a one-way system for parents dropping off and collecting children. Staff are vigilant in promoting good hygiene when they observe a child cough or sneeze. They immediately suggest and guide the child to the bathroom to wash their hands. n Staff support children's nutritional needs successfully. Staff encourage the children to eat the foods in their lunchboxes with the most nutritional value. For example, staff suggest they eat their sandwiches, cheese or fruit first.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff understand their role in ensuring security is good and undertake regular risk assessments to minimise potential hazards to children. Staff deployment is effective, and supervision of children is good. The manager and her staff are secure in their understanding of safeguarding children and what they must do if they have a concern about a child in their care. There are procedures in place to ensure robust recruitment and selection of staff. Appropriate checks ensure staffs' suitability, prior to them working directly with the children.

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Due date

17 May 2021 extend the performance management arrangements and focus sharply on building staff's knowledge and understanding of learning and development and increasing their teaching skills, to help children achieve the best possible progress 30/06/2021

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Due date

ensure staff use their planning effectively in the activities they provide, so that children benefit from appropriate levels of challenge that link to their next steps in their learning, with specific reference to personal, social and emotional development. 30/06/2021

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should:

n monitor the quality of teaching more closely, to help ensure standards are raised to a higher level.

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Setting details

Unique reference number EY474732 Local authority Warwickshire Inspection number 10148869 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 28 Number of children on roll 34 Name of registered person Baddesley & Grendon Pre-School Ltd

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reference number

Telephone number 01827715005 Date of previous inspection 25 February 2020

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Information about this early years setting

Baddesley & Grendon Pre-School registered in 2014. The pre-school employs six members of childcare staff. Of these, four hold early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.45am until 3.30pm. The pre-school provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector toured the pre-school and completed a learning walk with the manager. The manager described how the environment and the curriculum is organised. 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 completed joint observations with the manager and her deputy. n The inspector held a meeting with the manager. She looked at relevant documentation, such as the evidence of the suitability of staff working in the pre-school. n The inspector spoke to a selection of parents and grandparents 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 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.

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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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