Holymoorside Pre-School

Inspection of Holymoorside Pre-School Village Hall, Holymoorside, CHESTERFIELD, Derbyshire S42 7EB

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Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children enjoy attending pre-school. They are met at the door by warm and welcoming staff. Children hand over their coats and bags, saying goodbye to their parents with confidence. They quickly settle and choose what they want to play with. Children are learning to do things for themselves. For example, they serve themselves fruit and pour their own drinks.

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The provision requires improvement

Children have access to a range of resources and activities that provide incidental learning. Most children enjoy story time and some are keen to take an active part. Children are imaginative. They create pretend cakes with dough and say 'blast off' as their rockets go into space. However, some children play on their own for long periods. While there are children who enjoy leading their own play throughout the session, others wander aimlessly between the resources provided. Staff do not fully consider what it is they want children, as individuals, to learn. Some opportunities are too challenging or not challenging enough for some children.

p.2

The provision requires improvement

Children behave well overall. Staff help them learn and follow rules. For example, children listen carefully when staff explain how to cross the road safely. Older children recall that they must 'stop, look and listen'. However, during some activities, some children are not clear about expectations. For instance, when children laugh as they throw resources across the floor, staff are not consistent in helping them understand why this is not acceptable.

p.2

need to do better?

n The management team has not implemented an appropriately challenging curriculum. Activities provided do not focus on what all children need to learn next to develop their knowledge and skills further. This means that, while children enjoy the activities on offer, some children do not make the progress they are capable of because their individual learning needs are not met. n Staff do not always recognise how to support children's learning further. For example, children enjoy playing with dough. The confident children talk to each other about the shapes they are making, but the less confident children just stand and watch. Staff do not encourage them to take part in the activity. n Generally, staff support children's language and communication during adult-led activities. They engage in conversation with children and ask them questions to prompt their thinking. For example, during a walk in the community, children are

p.2

need to do better?

asked what they can see. The older, more confident children eagerly point out house numbers, flowers and birthday cards on windowsills. However, staff are less successful in engaging with the quieter or less confident children. These children often disengage and so they do not receive the same level of learning opportunities.

p.2

need to do better?

16 March 2022 n Children behave well most of the time. They play alongside each other, and some use their manners during daily routines. However, staff's expectations are not consistent. For example, during disputes over toys, some staff support children to understand why it is nice to share. Other staff just tell children to stop fighting. Additionally, rather than providing an engaging activity that inspires younger children to sit and listen at story time, staff give children breadsticks to occupy them so they will sit through the story. n Children's physical development is supported. Staff ensure that children spend time in the fresh air and they provide children with healthy snacks and drinks. Children are reminded to wash their hands and are developing good hygiene practices. They learn to manage risks. Children safely negotiate steps as they access the stage area. Their small-muscle skills are supported as they draw, glue

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need to do better?

and play with jigsaws. n The manager and staff are suitably qualified, including paediatric first aid and safeguarding. However, the lack of effective oversight and evaluation means that weaknesses in teaching are not identified and actioned swiftly, resulting in practice being variable. This has an impact on children, especially those who are less confident or who need additional support. n The staff have worked hard to create a warm, positive environment throughout the pre-school. Staff have good relationships with parents, who describe the staff as 'family' and 'friends'. Parents feel that their children are settled and well cared for. They state that the setting has helped their children interact with others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have good knowledge of the possible signs that a child may be at risk of harm. They know what signs may suggest a child is being exposed to extreme views or behaviour. Staff feel confident to report any concerns about the conduct of a colleague. The manager ensures that safer recruitment checks are conducted to ensure the suitability of staff working with children. The setting is secure and routinely checked to ensure the ongoing safety of children. For example, the setting has no private outdoor play area. Therefore, risk assessments are completed on the public park to ensure children are safe during outdoor play.

p.3

Due date

16 March 2022 devise an effective curriculum that supports children's learning experiences and consistently builds on what children already know and can do 15/04/2022

p.3

Due date

support staff to undertake the appropriate training and professional development opportunities to ensure they offer quality learning and development experiences for children that continually improve, with particular regard to implementing an ambitious and effective curriculum 15/04/2022

p.4

Due date

improve staff supervision, to provide targeted coaching, mentoring and training, to improve the quality of teaching and to support staff in how to challenge and interact with children during activities to further enhance their learning. 15/04/2022

p.4

should:

n provide expectations for children's behaviour that are understood and applied consistently and fairly, to help children to manage their feelings and behaviours and to understand the impact their behaviour has on others n monitor staff practice and evaluate the impact on children's progress more effectively to ensure any weaknesses in teaching are swiftly identified.

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Setting details

Unique reference number 206796 Local authority Derbyshire Inspection number 10062454 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 26 Number of children on roll 27

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Name of registered person

Holymoorside Pre-School Playgroup Committee

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reference number

Telephone number 07505011076 Date of previous inspection 9 November 2015

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Information about this early years setting

Holymoorside Pre-School is based in Chesterfield, Derbyshire and registered in 1992. The pre-school employs four members of childcare staff. All staff hold appropriate early years qualifications at level 3. The pre-school opens on Monday, Tuesday, Wednesday and Friday, term time only. Sessions are from 8.45am until 12.30pm. 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 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 the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 a joint observation of a craft activity with the manager. n Parents shared their views on the setting with the inspector.

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Inspection activities

n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

16 March 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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