Barnby Dun Pre School

Inspection of Barnby Dun Pre School Parish Hall, Top Road, Barnby Dun, Doncaster, Yorkshire DN3 1DA

p.1

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

p.1

The provision is good

Children enter the pre-school with confidence and follow the daily routine to wash their hands before entering the main playroom. Staff confirm this is a continued precaution to maintain their good health and safety following the COVID-19 pandemic. Staff place emphasis on supporting children's social, communication and physical skills. This is because they recognise the impact the pandemic has had on these areas of learning.

p.2

The provision is good

Children enjoy playing outside. Staff have redeveloped the outdoor environment to support children's all-round development. There is a designated area for children to develop their gross motor skills as they learn to climb or ride on wheel toys. There are other areas where children can sit and engage in small world or construction play, developing their imagination. Children also have fun using paint brushes and water to make marks on the floors and walls as well as using chalks on the blackboard. This helps children to develop their fine manipulative skills.

p.2

The provision is good

Children feel settled and secure in the care of staff. Staff plan the environment, so that children have opportunities to engage in an interesting range of learning experiences. Children socialise with their peers as they become engrossed in their chosen play experiences. Staff model, question and provide a narrative as they join children in their play. This provides challenge and creates purposeful learning experiences, which build on children's prior knowledge and skills.

p.2

need to do better?

n Children are supported to develop their vocabulary as staff repeat words and discuss with children what they are doing. They also ask questions to support children's conversation skills. Pre-school children are also supported to learn some basic phonic sounds in preparation for starting school. n Large-group activities are planned to support children's listening and attention skills. Children are split into two groups for these activities and pre-school children engage well in their planned activity. They sit, listen intently and respond as the activity is delivered at their level of ability. However, because there are more children in the younger group who have varying abilities, the specific activity for these children is not so well planned and delivered. While children remain at the activity, some of them are not fully focused or actively engaged. n Staff plan interesting practical learning experiences to support children's

p.2

need to do better?

mathematical awareness. Children enjoy catching ducks in nets and identifying the numbers printed on each duck. The activity is successfully differentiated for children who are unable to recognise the numerals. These children are encouraged to count the number of dots on each duck to identify what the

p.2

need to do better?

23 May 2022 number is. n Children are supported to learn about growth and decay as they plant and care for a range of fruit and vegetables. It also supports children's awareness of healthy eating. n Children's independence skills are promoted well in some areas. For example, staff talk to parents and support them through the potty training process with their children. As children then grow and develop, they are encouraged to learn to go to the toilet independently. However, at other times staff do things for the children, like wiping their nose when they can do this for themselves. Children currently drink from a beaker, which does not effectively support them to learn how to drink from an open topped cup with increasing independence and skill. n The manager ensures funding is used wisely to support individual children's learning. This ensures it has a positive impact on children's development. For children with special educational needs and/or disabilities (SEND), and those in

p.2

need to do better?

need of extra support, personalised learning plans are developed. However, these individualised targets are not always consistently implemented throughout the session, to fully ensure SEND children remain engaged in purposeful play. n Effective links are created with the local school, supporting a smooth transition when it is time for children to move on to school. Children visit the local school and teaching staff come into the pre-school to meet the children. This enables children to build a relationship with the teaching staff and to become familiar with the school environment before they start school. n Parents confirm that they feel their children are safe and well cared for at pre- school. They explain how information is shared with them and how they are encouraged to support their children's learning at home. Parents confirm that their children have learned a range of skills since attending pre-school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are protected from potential harm due to the vigilance of the staff team. Staff are deployed well to ensure children are continually supervised. The pre- school is securely maintained, and risk assessments checks are completed to ensure potential hazards are identified and minimised. The manager and staff have a clear understanding of the possible indicators of abuse. They are well aware of the procedures to follow if they have any concerns about a child or a staff member. This ensures children's welfare is maintained.

p.3

should:

n review how group activities are structured and delivered, so that they consistently build on children's attention and concentration skills

p.3

should:

23 May 2022 n help staff to consistently support children's growing independence n support staff to consistently implement the agreed targets set for children with special educational needs and/or disabilities throughout the session.

p.3

Setting details

Unique reference number 2534378 Local authority Doncaster Inspection number 10239781 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 40 Number of children on roll 30 Name of registered person Turley-Tang, Claire

p.5

reference number

Telephone number 07850498474 Date of previous inspection Not applicable

p.5

Information about this early years setting

Barnby Dun Pre School re-registered in 2019. The pre-school employs six members of childcare staff. The manager has early years professional status and all other staff have appropriate early years qualifications at level 2 or above. The pre-school opens term time only from 8.30am to 3.30pm, on a Monday, Tuesday and Friday and from 8.30am to 12.30pm on a Wednesday. They provide funded early education for two-, three- and four-year-old children.

p.5

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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff and children spoke with the inspector during the inspection. n The inspector carried out a joint observation of a planned activity with the manager. n Parents shared their views of the pre-school with the inspector.

p.6

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.

p.6

Inspection activities

23 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7