Bretton Community Pre-School

Inspection of Bretton Community Pre- School Watergall Children and Family Centre, Bretton, PETERBOROUGH PE3 8NX

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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 Outstanding

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The provision is good

Children enjoy attending this welcoming pre-school. They skip to their rooms and smile as they greet staff, ready to start their day. Staff are kind, caring and get to know their children well. Children are well behaved and caring towards each other. To keep safe, they know only one person at a time can use the trampoline, and they wait their turn patiently. Children develop good physical skills, such as when they climb, jump and balance on the outdoor play equipment. They use large paintbrushes and water to make marks on the wall. They develop their imagination well, for example when they pretend to cook in the outdoor play kitchen. Children enjoy the time spent outdoors.

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The provision is good

Children are beginning to make sense of the world. They show curiosity as they watch a chick hatch from an egg. They know they need to be quiet around the chick, so as not to frighten it. Children make comparisons between themselves and the chick. They talk about needing warmth, food and water to live a healthy life. Children develop good communication and language skills. They listen to stories that staff read with enthusiasm. Children show good levels of attention and develop a love of books. They join in when staff sing familiar nursery rhymes and songs, showing that they remember key words and phrases. Children show a good level of independence; they cut fruit, pour their own water and ready the room for lunch.

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need to do better?

n The manager and staff team have a clear curriculum that is well thought out. Staff say that they receive support from the manager to develop their professional knowledge. To help to support children's speech development, senior staff attended training on how to assess children's early language skills and implement targeted support. n Children are happy and confident in the pre-school. Staff recognise that for children to develop their early writing skills, they need lots of rich opportunities for physical play. Children learn to balance, control their muscles and enjoy running around outdoors in the fresh air. n Staff help children to develop new skills and complete difficult tasks. For example, when a child sees another do a 'roly poly', staff help the children to learn by breaking down the skills and steps needed to complete it. Children show determination and have time to practise until they succeed in completing

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need to do better?

the tumble. n All children make good progress. Leaders consider how to spend additional funding, to ensure it has the most impact for children. The provision in place for children with special educational needs and/or disabilities is good. Leaders work with parents and external professionals to make referrals and review children's

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need to do better?

24 March 2022 development. This helps children catch up with their peers. n Although staff talk to children as they play, they are not always ambitious to build children's language and understanding. For example, staff do not always provide younger children with correct words. Sometimes, during story time, staff do not explain new words well enough to help children develop understanding and build a wide vocabulary. At times, staff do not give children enough time to answer questions and share their ideas. n Children learn about emotions and are building increasing levels of self-control. Staff help children to resolve any minor conflicts as they play. For example, staff help children to consider how they each feel when they find it tricky to share toys and resources. Staff successfully help children to find solutions and play cooperatively together. n Staff work well in partnership with parents. Parents say that they feel well

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need to do better?

informed about their children's learning. They provide very positive comments about their children's experiences at the pre-school. n Staff follow children's lead in play and sensitively join in. However, they tend to follow routines closely and do not always adapt their practice to meet the needs of the youngest children. Sometimes, the group activities are too large and lengthy for younger children who are still learning to follow set routines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The managers and staff have a secure knowledge of the signs that may indicate a child is being abused or neglected. Staff understand what they must do should they have any concerns about a child's welfare. Staff complete training to keep their knowledge of safeguarding up to date. This includes signs of extremist views, female genital mutilation and county lines. The managers and staff know where to report any concerns should there be an allegation made against a member of staff. Recruitment procedures are robust to ensure that everyone working with the children is safe and suitable. Staff make effective use of risk assessments to help to identify and minimise any potential hazards to children's safety.

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should:

n enhance staff's understanding and practice of how to help children develop a wide and varied vocabulary and give children time to think and share their ideas n build staff's understanding of how to meet younger children's needs, particularly when planning group activities.

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Setting details

Unique reference number 256743 Local authority Peterborough Inspection number 10137470 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 66 Number of children on roll 69 Name of registered person Bretton Community Pre-School Committee

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reference number

Telephone number 01733 332344 Date of previous inspection 18 July 2013

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Information about this early years setting

Bretton Community Pre-School registered in 1997. It operates for 38 weeks each year. Sessions are from 8.45am to 3pm Monday to Friday, except for public holidays. There are 12 adults employed to work with the children. Of these, six staff hold an appropriate early years qualification at level 3 and one holds early years professional status. The nursery is in receipt of funding for the provision of free 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 inspector completed a learning walk together of all areas of the nursery 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 spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

24 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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