White Horse Pre-School

Inspection of White Horse Pre-School Leigh Park Community Centre, Leigh Park Way, WESTBURY, Wiltshire BA13 3FN

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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 Not applicable

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The provision is good

Since the COVID-19 pandemic, parents no longer enter the pre-school. Children say goodbye to their parents and carers at the gate and enthusiastically run into the small, welcoming pre-school. Enthusiastic and caring staff greet children, who direct them to their favourite activities. They speak to parents at the gate to discuss how the child is, and share details of their day on an online secure platform. Staff have high expectations of all children. They provide activities that interest and challenge the children, encouraging them to learn to do everyday tasks independently. For example, staff show children a special way to put their coats on, so they can learn to do this themselves. At snack time, staff support children to choose their own snack from a selection, and they butter their own toast or biscuits.

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The provision is good

The pre-school has an effective key-person system in place and staff know their key children and families well. When children first start, they take time to get to know children, then plan experiences based on their individual needs. Children are happy in the pre-school and are making good progress. They behave well and they have good relationships with the staff and happily go up to them to ask for help, or to join in with an activity they are doing. Children can independently choose what to play with from a wide range of toys that they can easily get out themselves. They can also choose if they would like to play inside or outside throughout the day.

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need to do better?

n The setting has an effective leadership team. The manager is very reflective, always evaluating the setting and making changes where needed. For example, the team observed that the children were not engaging in creative play. They updated the creative materials, made them available to the children at all times and made the area inviting. They noticed that children now use the creative area regularly. n Staff show children respect and help them to manage their emotions calmly. They have systems in place to help children manage change. For example, before pack-up time, staff shake a tambourine, calmly alerting children that it will be snack time soon. When children want to go on the slide in an unsafe way, staff kindly remind them they may hurt themselves, and support them to find an alternative. n Staff are good role models. They sit with children during mealtimes and show an interest in their play. They treat each other with respect and are calm and

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need to do better?

caring. They chat to children about their play, introducing new words and vocabulary. However, at times, they do not give children enough time to think and answer questions to support their problem-solving skills.

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need to do better?

22 November 2021 n Children learn mathematical concepts in everyday play. For example, when reading a book, staff count the windows in the picture. Additionally, at group time, they count how many children are in that day. n Children have access to a wide range of activities and toys both inside and outside. They have many opportunities to practise and develop their motor skills. For example, they can climb, dig, balance, ride trikes, play with play dough, and cut and draw. However, there are not a lot of opportunities to learn about different people, families and cultures in everyday play to support children's understanding of the world. n Partnership with parents is very good and parents feel valued. For example, parents share their knowledge of children when they start, which is then used to plan activities and help children settle. Staff share children's learning with parents and children have opportunities to take books home to share with their

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need to do better?

family. n All children, including those with additional needs, are well supported. Staff work closely with families, bringing in specialist support where needed, ensuring all children are developing to the best of their ability. They use funding effectively, ensuring the new experiences and resources benefit the children who need them. n Staff bring learning to life, making it interesting and fun for children. For example, when learning about transport, children go on pretend bus journeys, make tickets and discuss where they are going. Staff then arrange for a bus to visit the setting so children can experience it first hand.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Management and staff have a thorough understanding of safeguarding procedures and their roles and responsibilities in protecting children. All staff have attended training to ensure they stay up to date with current practices. They know the signs of possible abuse, including neglect and who to contact to report concerns. Management deploy staff well in the setting to ensure children are always supervised. Robust recruitment and vetting procedures ensure all staff and volunteers are suitable to work with children. Staff complete risk assessments for all outings, to ensure children remain safe outside of the setting.

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should:

n enhance children's thinking even further by allowing them time to think and respond when asking them questions n raise the quality of children's learning even further by providing more opportunities for them to find out about their diverse world.

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Setting details

Unique reference number 2530251 Local authority Wiltshire Inspection number 10208434 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 12 Number of children on roll 15 Name of registered person Leigh Park Community Centre (westbury) Cio

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reference number

Telephone number 01373825774 Date of previous inspection Not applicable

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Information about this early years setting

White Horse Pre-school registered in May 2019. It is located in Westbury, Wiltshire and is open from 9am to 3pm, Monday to Friday, term time only. It employs five members of staff, two of whom are qualified to level 6, including the manager, two are qualified to level 3 and one is qualified to level 2. The pre-school receives funding to provide free education for two-, three- and four-year-old children.

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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 their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n The inspector spoke to parents during the inspection and took account of their

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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

22 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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