Thorngumbald Preschool

Inspection of Thorngumbald Preschool Village Hall, Main Road, Thorngumbald, Hull HU12 9NG

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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 Requires improvement

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The provision is good

Children form strong attachments with staff and settle quickly in their care. They enthusiastically enter into play with their friends and enjoy the routine of the session. They know what is going to happen next and this makes them feel secure. Children are polite and well behaved. For example, they consistently use good manners.

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The provision is good

Staff have high expectations for children to achieve their full potential. They encourage children to select the activities they would like to participate in. They work hard to ensure they incorporate children's interests into these. Through observations and accurate assessments, they quickly identify any areas where they would like children to develop further.

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The provision is good

Children's physical development is well supported during outdoor play. They expertly navigate the play equipment and confidently jump and balance. This contributes to developing their core muscles and ability to move carefully around the space. They learn about being active as they feel their beating hearts and talk about being active.

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The provision is good

Parents no longer enter the setting due to COVID-19 (coronavirus). Staff support children well to separate from their caregivers. They ensure parents are fully informed about their child's care through discussions during collection times and also through electronic means of communication.

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need to do better?

n Staff have a clear intent for what children need to learn. They know children's starting points and their next steps in learning. Staff recognise the impact of COVID-19 on children's development. They highlight the importance of building on children's communication and language skills and their social interactions with others. Focused intervention enables children to reach expected stages of development and catch up in their learning. n Staff support children's communication and language well. Staff encourage children to lead conversations and expand on these when talking about children's family lives and their experiences. They ask meaningful questions and give children the opportunity to respond. Staff introduce new words as children explore the activities provided. For example, children make dough and chat about the textures of the dough. They discuss how they 'squeeze' and 'knead' it. Staff understand the impact of the use of dummies on children's speech and oral

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need to do better?

health. However, this information is not communicated to parents to support them to reduce their use. n Parents are extremely satisfied by the support staff give them and their children.

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need to do better?

9 July 2021 They feel staff keep them informed of their children's learning and progress. During COVID-19, staff maintained contact with parents and children. They implemented the curriculum for those who still attended the setting. Leaders ensured those who could not attend continued to be supported. They provided learning activities and guidance to promote children's continuous learning. n Staff encourage children to adopt good habits that contribute to their health. Children wash their hands thoroughly before they eat and after using the bathroom. They talk about being active in the outdoor area. However, staff do not extend this good practice and fully promote children's understanding of healthy eating. n Staff act as good role models and support children to manage their behaviour and feelings well. They remind children to consider the feelings of others. Children take turns with the toy motorcycles in the garden and willingly give

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need to do better?

them up when they have had their turn. n Overall, staff promote children's mathematical development well through routine counting. For example, they support children to count the number of stickers required to make 10, using more or less. However, mathematical language is not as readily used with younger children, such as talking about making things bigger or smaller. n Leaders support staff to identify children who require additional support. They work closely with parents and other practitioners when they identify children with special educational needs/disabilities. This enables these children to make good progress. n Staff prepare children well for moving on to school. They ensure children are emotionally and physically prepared and support them to be familiar with the new environment and teachers. Staff provide information to schools to ensure the children's needs can be fully met. n Leaders ensure staff have access to training opportunities. They use supervision

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need to do better?

sessions to identify training needs, which benefit the care and education of the children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have made improvements since the last inspection. Staff ensure the outdoor area is thoroughly risk assessed and equipment is clean and ready for children's use, before children enter the outdoor area. Staff know how to promote children's welfare. They understand the action they would take should they have concerns about a child. They recognise the signs of abuse and neglect. They have updated their training in child protection and the wider aspects of safeguarding, such as county lines and the 'Prevent' duty.

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should:

9 July 2021 n provide parents with more specific information about the use of dummies and the impact on children's developing speech and oral health n extend children's understanding of how healthy eating habits contribute to their overall health n support staff to enhance younger children's mathematical development further, such as encouraging them to think more about amounts and sizes.

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Setting details

Unique reference number 314749 Local authority East Riding of Yorkshire Inspection number 10129903 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 37 Number of children on roll 31 Name of registered person Thorngumbald Pre-School Committee

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reference number

Telephone number 07745 081096 Date of previous inspection 22 October 2019

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Information about this early years setting

Thorngumbald Preschool registered in 1993. The pre-school employs 10 members of childcare staff. Of these, four hold appropriate early years qualifications at levels 3 and above. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.30am until 12.30pm, extending to 3.30pm on Tuesday, Wednesday and Thursday. The pre-school provides funded early education for two-, 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 talked to children at appropriate times during the inspection. n The manager and the inspector completed a learning walk together. 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 carried out a joint observations with the manager. n The inspector spoke to a selection of parents 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

9 July 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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