Woodlands Pre-School

Inspection of Woodlands Pre-School Warners End Scout Group, Hemel Hempstead HP1 1RZ

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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 enjoy attending this pre-school and are happy, confident and secure. They separate well from their parents and carers and are eager to start playing. Children mirror the positive approaches and high expectations of staff. They are confident to try new experiences and enjoy interesting opportunities to explore and experiment, such as painting with ice cubes. Children are kind to one another and play cooperatively together. They use their good language skills to describe their thoughts and play. For instance, children 'dig for treasure' and talk about 'golden rocks falling to earth from the moon'.

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The provision is good

Staff recognise the effects of the COVID-19 pandemic lockdowns and understand that some children have not been able to interact with other adults and children. They gather lots of initial information from parents and allow plenty of time to help new children settle into the setting. Children show that they are becoming increasingly independent. They put on their own coats and boots before going out, serve their snacks and take their plates and cups to the kitchen. Staff support children in understanding the importance of good oral hygiene. For instance, children participate in activities where they clean model teeth, which helps them to understand how to clean their own teeth effectively.

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need to do better?

n Managers continuously evaluate the pre-school and make improvements. They support staff to complete training and build their teaching skills further. Staff report that coming to work is a positive experience. They work well together to make sure that each child makes good progress. They offer activities that relate to children's interests and aid them in taking the next steps in their learning. n Robust monitoring procedures help to ensure that no child falls behind in their learning. Managers know the children well and make good use of additional funding to offer children opportunities that aid them in developing the skills that support their learning. n Staff note children's experiences and activities at home and build on these. For example, they recognise that several children have visited restaurants and help them to create their own 'restaurant'. Children build their vocabulary as they talk about 'chefs' and 'menus'. They learn about food from other countries and

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need to do better?

develop early writing skills as they take 'food orders'. n Children develop an enjoyment of reading. They access different types of reading materials, such as books, magazines and newspapers. They help staff to make books, using photos from children's homes. Children enjoy sharing these and develop a good awareness that everyone has different family members and traditions. n Staff support children's early communication skills well and use effective

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need to do better?

7 June 2022 alternatives to spoken communication. For example, they show children simple prompts, such as a plate to indicate snack time. This helps to ensure that all children are included and particularly supports children with special educational needs and/or disabilities and those who speak English as an additional language. n Staff recognise the importance of helping children to develop the muscle strength and control they need to be able to write. For example, children laugh as they work with a staff member and stretch as high as they can to paint on a wall, carefully taking their paintbrushes all the way to the bottom. n Staff recognise what children are learning and offer them opportunities to practise new skills. For example, younger children enjoy counting rhymes and carefully count out the numbers on their fingers. They later practise this as they count the number of paper fish before blowing them along with straws. They

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need to do better?

then start to recognise the written numbers on the fish. n Children make independent choices about what to play with. They enjoy their interactions with staff. However, at times of transition, such as preparing for snack and mealtimes and when getting children ready to go home, staff do not consistently promote and extend children's development as much as possible. n Parents praise the pre-school and report that staff communicate well with them. During parents' evenings, staff talk with parents about children's next steps in learning. However, they do not consistently support parents to extend their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff demonstrate a secure knowledge of safeguarding. This includes wider issues, such as the dangers related to children being exposed to extreme views and practices and the possible risks associated with using the internet. Staff regularly refresh their safeguarding training to help keep their knowledge up to date. They understand how to recognise any concerns about a child's welfare and report these promptly to the relevant professional or agency.

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should:

n support staff to make the best possible use of times of transition, such as just before children's mealtimes and when preparing children to go home, to fully promote and extend children's development n extend the support offered to parents to aid them in building on their children's learning at home.

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Setting details

Unique reference number 2536457 Local authority Hertfordshire Inspection number 10215219 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 35 Number of children on roll 53 Name of registered person Wilkie, Clare

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reference number

Telephone number 07949513404 Date of previous inspection Not applicable

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Information about this early years setting

Woodlands Pre-School registered in 2019. The pre-school employs 10 members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 or above, including one who has qualified teacher status. The pre-school is open from Monday to Friday during 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 pre-school 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 pre-school. n The manager joined the inspector on a learning walk and talked about the pre- school's curriculum and what they want children to learn. n The inspector observed staff interactions with children during activities, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation with the manager. n Meetings were held between the inspector and the manager. The inspector looked at relevant documentation and viewed evidence of the suitability of staff. n The inspector held discussions with staff, children and parents at appropriate times during the inspection and took account of their views.

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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

7 June 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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