Shobdon Arches Pre-School

Inspection of Shobdon Arches Pre- School Shobdon Village Hall, Shobdon, LEOMINSTER, Herefordshire HR6 9LX

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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 thoroughly enjoy their time at pre-school. They arrive happy to see staff and their friends and settle quickly, which shows that they feel safe and secure. Children behave well. They learn how to regulate their behaviour, and develop good social skills. They share and take turns because of the support that staff give them.

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The provision is good

Children concentrate as they play and develop their imaginations and creativity well. For instance, children enjoy dressing up and being imaginative as they play doctors and help their friends to feel better with some medicine or 'magic cream'. They consider the injury and if a bandage or x-ray is needed. They confidently invite visitors into their play and offer them some 'banana and potato' cakes they have made with dough. They explain why they need to wear an oven glove when removing their cakes from the oven.

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The provision is good

Staff have high expectations for children's language development. Children thrive in a language rich environment and develop a love of books, stories and singing. They are encouraged to make marks in the outside area. For example, they use chalk to draw around their friend's shadow. All children enjoy the wide variety of experiences on offer and make good progress from their developmental starting points.

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need to do better?

n Leaders do not make sure that requirements are always met. They do not inform Ofsted when a new manager is appointed. However, this breach in requirements does not have a significant impact on children's safety because the vetting procedures and suitability checks for all staff are fully implemented. n The managers' intent for the curriculum is clear. Staff plan activities based around children's interests and individual needs. For example, children who need extra help with their speaking skills have more one-to-one interactions with staff. Observation and assessment are used effectively to ensure that children's learning is sequenced well and is ambitious. n Children benefit from weekly forest school sessions, provided within the adjacent school grounds. They enjoy learning about nature and experimenting with natural resources. Children learn to take manageable risks, such as holding sticks behind and not in front of them. They know that although they cannot see

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need to do better?

flames in the fire pit, the ash could still be very hot. n Children have lots of fun exploring the mud kitchen. They demonstrate good mathematical skills, when negotiating how much water they need to make 'mud paint'. For example, they add more water or mud to get the thickness they need to paint with. Children explore and describe the difference between the textures

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need to do better?

17 March 2022 of wet and dry mud. They show good levels of engagement and eagerness to participate. n Children learn about the importance of healthy lifestyles and good oral health. Staff provide them with healthy choices, such as fresh fruit, milk, and water at snack times. They enjoy activities where they learn about teeth and the importance of good oral hygiene. For example, they use role-play toothbrushes and sets of teeth to learn how to brush teeth effectively. However, staff do not consistently share information with parents about the importance of their children bringing healthy snacks for their lunch. n Staff read to children with enthusiasm and use props well to bring the story to life. However, at times, staff miss opportunities to fully engage children by asking them questions and encouraging them to make predictions and test their ideas further. n Staff are given the skills and knowledge to carry out their roles and

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need to do better?

responsibilities. They attend regular staff meetings, and any training requirements are quickly identified and put in place. This ensures that children are well supported in their learning and development. n Due to the COVID-19 pandemic, parents are unable to enter the building. Staff use their outdoor space to provide visual and verbal feedback to parents about their child's time at the setting. Partnerships with parents are well developed. Staff use electronic communications with parents to discuss their children's progress further and how to support their learning at home. Parents comment that they are very happy with the setting and the progress their children have made.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff show a good knowledge about the possible indicators of abuse and neglect. They know the procedures they should follow if they have any concerns about a child's welfare. Staff receive regular training and updates, such as the risks relating to children being exposed to extreme views and behaviours. The manager is the pre-school's designated safeguarding lead and has completed relevant training and is confident in her role and responsibilities.

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should:

n extend information sharing with parents around encouraging children's healthy eating n support staff to make the most of teachable moments to help children to think and respond to questions, share their thoughts and ideas, and develop their critical thinking skills.

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Setting details

Unique reference number EY391471 Local authority Herefordshire Inspection number 10074235 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 20 Number of children on roll 31 Name of registered person Shobdon Arches Preschool CIO

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reference number

Telephone number 01568 708 386 Date of previous inspection 29 June 2016

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Information about this early years setting

Shobdon Arches Pre-School registered in 2009. The pre-school employs six members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday to Friday, term time only. Sessions are from 9am until 3pm. 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 her evaluation of the provider. n The manager joined the inspector to complete a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff and children 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 a joint observation of a group activity with the manager. 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

17 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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