Earleybird Pre-School

Inspection of Earleybird Pre-School The Terrapin, Hawkedon School Grounds,Hawkedon Way,Lower Earley, Reading, Berkshire RG6 3AP

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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 are greeted enthusiastically by staff as they arrive at the warm and welcoming pre-school. The manager and staff have high expectations for children and are committed to providing an inclusive environment. The key-person system is securely in place and staff have a good knowledge of the children in their care. Children build warm, trusting relationships with their key person and show good levels of emotional well-being.

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The provision is good

Children demonstrate a positive attitude to their learning and behave very well. Their emotional well-being is well supported. They manage their own feelings effectively and take part in activities with enthusiasm and excitement. Children demonstrate good levels of resilience as they approach each opportunity with a can-do attitude and try again if they struggle the first time. For example, when they struggle to put on their coats, staff reassure them that they can do it and praise them when they succeed. Children happily share and take turns, play alongside others very well and are extremely polite. They demonstrate respect for the staff and their peers.

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The provision is good

Children make good progress in their learning. They benefit from a good range of activities to support their balance and coordination. In the garden, children walk across wooden planks and hold out their arms to balance. Younger children hold on to a member of staff's hand for support when necessary.

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need to do better?

n The dedicated manager is supported well by her strong staff team. Together, they know the children very well and assess their development precisely. The curriculum is ambitious and designed well to prepare children for the next stages in their learning. n Children with special educational needs and/or disabilities (SEND) are supported well. The manager uses additional funding to provide one-to-one time with staff. Children with SEND are given high levels of attention and the support they need. The manager works closely with the special educational needs coordinator, other professionals and parents. Together, they put targeted plans in place to help children with SEND to progress in their development. n Partnerships with parents are good. Home visits enable staff to gather information about children before they start attending, including what they know and can do. This enables staff to plan for children's learning from the outset.

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need to do better?

Parents comment that they are extremely satisfied with the service provided and with the good progress that their children are making. n Overall, children benefit from many opportunities to support their communication and language skills. Throughout activities, staff provide a

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need to do better?

17 November 2021 commentary, model good conversational skills and introduce new vocabulary. Most children are vocal and repeat familiar words and phrases in response to the staff's warm interactions. However, staff are not always quick to identify when the quieter and less confident children need further support to engage fully in their play, learning and conversations. n Staff successfully promote children's good health and well-being. They teach them about good hygiene practices and ensure they benefit from regular physical activity, for example through weekly visits from a football coach. Children enjoy healthy snacks and learn about the importance of oral health through enjoyable activities. For example, they practise brushing teeth on toy dinosaurs and crocodiles and talk about the importance of visiting the dentist. n Staff use their interactions with children to support, guide and extend children's

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need to do better?

learning. For example, when children identify a koala bear in the role play area, staff ask them where these animals come from. When children cannot answer, staff explain that they come from Australia. Staff extend children's knowledge by using a globe to show them Australia. Children use a magnifying glass to enlarge the country and excitedly tell staff that they have found a koala bear on the globe. n Leaders monitor staff regularly and observe them in their role. They make suggestions as to how staff can improve their practice. Overall, leaders plan targeted training opportunities to help staff develop their knowledge and skills. However, there is scope for even further development in some areas, to ensure that staff knowledge is at the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are knowledgeable about child protection matters. They fully understand how to keep children safe and can confidently identify the possible signs that a child may be at risk. Staff keep their knowledge up to date by attending regular training and discussing a variety of scenarios about safeguarding. Thorough procedures and checks are in place for the recruitment of suitable staff. New staff receive a clear induction before they start to ensure that they fully understand their roles and responsibilities. This helps to keep children safe.

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should:

n give the quieter and less confident children the support they need to always engage fully in their learning n continue to build on the programme of staff training so that their knowledge is constantly improving to the highest level.

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Setting details

Unique reference number 148652 Local authority Wokingham Inspection number 10209319 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 45 Number of children on roll 53 Name of registered person Earleybird Pre-School Committee

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reference number

Telephone number 07986440308 Date of previous inspection 14 March 2017

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Information about this early years setting

Earleybird Pre-School registered in 1992. It is located in the grounds of Hawkedon Primary School, in Lower Earley, near Reading. The pre-school opens each weekday during school term time. Sessions are from 9am to 3.15pm. The setting receives funding to provide free early education for children aged two, three and four years. There are 12 staff who work with the children. The manager holds a level 6 qualification, six staff are qualified at level 3 and one member of staff holds a qualification at level 2.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The manager and the inspector completed a learning walk together and discussed how the curriculum is organised. n The inspector carried out a joint observation with the manager and discussed the quality of teaching. n The inspector asked staff questions throughout the inspection to 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 children's learning.

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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 November 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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