Launchpad Barton Stacey

Inspection of Launchpad Barton Stacey The Green, Barton Stacey, Winchester, Hampshire SO21 3RY

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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 excited to learn in this stimulating setting. They make good progress in their development. Children form affectionate bonds with the staff, who help them feel safe and secure. They are encouraged to share their views at every opportunity. Staff are responsive to children's requests. For example, children take their own photo for a coat peg label. This helps children to feel special and valued.

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The provision is good

Children behave well and are courteous to others. They confidently engage in play on their own as well as happily invite friends to join them. Children freely choose from a wide selection of resources on offer and show positive attitudes to learning. They use their knowledge of different materials when they explore new opportunities. For instance, children make 'yucky' soup in the mud kitchen. They stir sand, dried herbs and water together and watch the ingredients settle and change. This helps to sharpen children's observational skills.

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The provision is good

Children love the outdoors. They are physically active and master good body control when they use climbing equipment in the garden. Children develop their independence skills as they learn to keep safe. They apply sun cream and know that it helps to protect their skin. Children learn to carry out risk assessments when outside, including noting what the daily UV factor is. This helps children to understand potential risks and how to manage them.

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need to do better?

n Leaders and staff are skilled at assessing what individual children know and can do. They use this information to devise rich and exciting activities which are adapted to suit children's individual needs. For example, older children make an advert to sell the 'yucky' soup they made. They are excited by this and decide the soup will cost 'one million pounds'. Children are supported to write the number. This helps children understand that writing has a purpose. n Leaders are dedicated to continual improvement. They reflect on the provision and address change to fully support the best outcomes for children. Leaders and staff have adopted a 'curiosity approach' as part of the curriculum. Children handle natural objects and use these imaginatively. They ask interesting questions and seek out solutions. For example, children like to experiment with different colours and wonder what would happen if two colours were mixed.

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need to do better?

However, at times, staff give explanations to children's questions and do not encourage opportunities for children to investigate for themselves. This does not help to promote children's self-reflection skills so that they can challenge themselves further. n Children learn about nutritious foods and the need to eat a well-balanced diet as part of an ongoing healthy eating project. They plant a variety of vegetable

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need to do better?

9 May 2022 seeds, harvest them when ripe and enjoy tasting them. This process helps children to understand where food comes from. n Staff have a good understanding of how young children learn. They actively interact and encourage children to talk about their own experiences. However, staff do not effectively use opportunities to extend children's learning further when children are engaged in activities. This was illustrated as children were using both dried and fresh herbs in their pretend 'porridge'. Children were not encouraged to extend their critical thinking skills to consider comparisons between dried herbs and fresh ones. This does not enhance children's learning to a higher level. n Children are keen communicators. They learn to hold two-way conversations and do so with increased confidence. Children who speak English as an additional language, such as Polish, are supported to understand spoken English by a

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need to do better?

Polish speaking member of staff. Consequently, these children learn to speak English at a rapid pace and with growing competence. n Children are familiar with the well-established routines. This helps support new children to settle in quickly. Children sing a song to represent the next event, such as for group time. They willingly accept roles of responsibility as they help prepare for snack time. Children demonstrate safe cutting skills as they slice cucumbers. They count the cups correctly to ensure that each child has one. This helps enhance children's counting skills and prepare them for their move to school. n Parents speak highly of the education and care their children receive at the setting. They feel well informed about their children's progress. Parents say their children are more confident and independent, and have a strong foundation of knowledge and skills on which to build on.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders understand their responsibilities to safeguard children. Staff can identify the signs and symptoms that a child might be at risk. This includes the risk to children from extremist views and behaviours. Staff understand the local procedures to follow should they need to report a concern about a child's welfare. Leaders ensure that robust recruitment processes are in place, which includes staff's ongoing suitability to work with children. Staff ensure the environment is safe and secure for children. Staff carry out daily risk assessments to minimise potential hazards, indoors and outdoors. Children consider possible risks in the garden and learn to manage them with support.

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should:

9 May 2022 n encourage children to investigate their own ideas freely and reflect on these experiences so that they can challenge themselves further n focus more sharply on opportunities to consistently enhance children's critical thinking skills to extend children's learning to a higher level.

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Setting details

Unique reference number 2523082 Local authority Hampshire Inspection number 10208155 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 Full day care

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inspection

Total number of places 24 Number of children on roll 15 Name of registered person Launchpad Social Enterprise

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reference number

Telephone number 01962 760039. Date of previous inspection Not applicable

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Information about this early years setting

Launchpad Barton Stacey is part of Launchpad Social Enterprise. The pre-school is located in Winchester, Hampshire. The pre-school is open Monday to Friday, term time only, from 8.30am until 5pm. There are currently three members of staff employed at the pre-school; all hold relevant early years qualifications, including the manager who holds a level 6 qualification. The pre-school receives funding for the provision of free early education for children aged three and four years.

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Inspection activities

n This was the first routine inspection the setting 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 setting. n The nursery manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector carried out a joint observation of an activity with the nursery manager. n The inspector observed the quality of the education being provided, both indoors and outdoors, and assessed the impact that this was having on the children's learning. n The inspector has taken into account the views of children, staff and parents of the provision. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

9 May 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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