Brampton Pre-School

Inspection of Brampton Pre-School Brampton Pre School, Brampton Way, Portishead, Bristol, Somerset BS20 6YN

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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

Children are happy, safe and secure. They have developed warm and trusting bonds with their key person and the staff team. Changes to the drop-off and collection arrangements, following the COVID-19 pandemic, mean that staff greet children at the gate and share valuable information with parents so that they are kept informed about their child. Children arrive eager to begin their day and excitedly seek out their friends to share experiences with. They quickly and confidently choose what activities they wish to participate in and swiftly become absorbed in the learning opportunities provided. Children behave well. This is because staff offer clear and consistent reminders that help them to learn right from wrong.

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The provision is good

Staff promote children's learning and development well. They create inviting areas that inspire children's natural curiosity. Children listen to stories with increasing attention. They develop a good understanding of healthy lifestyles. For instance, children can sequence handwashing and enjoy experimenting with water, soap and pepper to wash the germs away as they learn good personal hygiene procedures. Children develop an understanding of numbers as they play. For example, they learn the meaning of two as they select two cars to park in the garage,

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The provision is good

Children enjoy being outdoors. Pre-school children demonstrate their motivation to learn as they become fascinated with investigating the mud to search for worms in the garden. They consider what will happen if they touch the worm and if they should move it to keep it safe. Children are developing the skills needed for their future learning.

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need to do better?

n The manager recognises that some children have needed more support with their emotional well-being during the COVID-19 pandemic. Staff teach children to express and manage their feelings. For example, they hold skilful conversations during circle and story times. Children understand when their friends are sad and know what to do to make them happy. n Qualified and experienced staff quickly identify and support children with developmental delay, including those with special educational needs and/or disabilities. Staff work closely with other professionals, and children receive good support in a timely manner to help them catch up with their peers. n Many high-quality interactions take place between staff and children. Children are excited to tell staff about what they have found out and what they are learning. Staff ask thoughtful questions to extend their learning. However, some staff do not always give children enough time to respond to questions. This

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need to do better?

means children do not have time to develop their thinking skills and ideas.

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need to do better?

3 February 2022 n Staff provide many opportunities for children to develop their love of reading. Children independently access a wide range of books throughout the day. Staff support children to consolidate their knowledge of the story of 'The Three bears' by providing fun activities for them to learn as they gain a deeper understanding of the story, such as scooping and pouring oats into three bowls as they prepare the three bears' breakfast. n There is a strong team spirit at the pre-school. The manager provides regular time through team and individual supervision meetings for staff to discuss their work and the children they care for. Staff receive support for their ongoing professional development, including through an online training provider. This helps support their practice and children's learning needs. Staff are confident in approaching the management team and feel that their well-being is valued.

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need to do better?

n Partnerships with parents are strong. Staff inform parents of what their child does during the day. They engage parents in their children's learning in various ways. Staff have regular meetings with parents to discuss their children's latest achievements and the next steps in learning. Parents are happy and express high levels of gratitude and appreciation for the work that staff do. n Children learn to be independent and do simple things for themselves. For example, they help pack away the toys and put on their own coats. However, at times, the noise in the room is exceptionally high, which means children are unable to hear and concentrate on what is being asked of them. n The managers and staff are committed to providing the best possible care and education for all children. They reflect on the pre-school and plan a broad and exciting curriculum that supports children effectively to make good progress

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a robust understanding of how to keep children safe from harm. They know who to report their concerns to. Staff have a secure knowledge of the 'Prevent' duty and are aware of signs that children may be at risk of being radicalised. Staff complete safeguarding training and attend regular staff meetings where the manager shares any updates. This means their knowledge is always kept updated. During the session, staff are deployed effectively to ensure children are supervised well. Staff are skilled at completing visual risk assessments, which minimises hazards and risks. The manager follows effective safer recruitment procedures when employing new members of staff.

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should:

n support staff to give children more time to consider their responses to questions

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should:

3 February 2022 before moving on, to enable children to develop their thinking skills and express their own ideas n implement plans to manage noise levels so that staff and children are consistently able to concentrate.

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Setting details

Unique reference number 2522084 Local authority North Somerset Inspection number 10208112 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 32 Number of children on roll 42 Name of registered person Portishead Pre-School CIO

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reference number

Telephone number 01275817834 Date of previous inspection Not applicable

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Information about this early years setting

Brampton Pre-School registered in 2019 and is situated in Portishead, Bristol. The pre-school is open Monday to Friday from 9am to 3.30pm, during term time only. The provider employs seven members of staff. Of these, six hold early years qualifications at level 3 and one holds level 2. The pre-school receives funding to provide early education for 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 inspector observed the staff's interactions with the children indoors and outdoors to assess the impact these have on children's learning. n The inspector held discussions with the manager, staff and children at appropriate times during the inspection. n The inspector looked at a sample of the provider's documents. This included evidence of staff suitability and training. n The inspector took account of the views of parents spoken to on the day. n The inspector and the manager completed a learning walk across all areas of the pre-school to understand how the early years provision and the curriculum are organised.

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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

3 February 2022 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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