Bolton Under 5's Preschool

Inspection of Bolton Under 5's Preschool Beddington Centre, Riley Lane, Old Basing, Basingstoke, Hampshire RG24 7DH

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 Outstanding

p.1

The provision is good

Children at this setting make good progress from their individual starting points. They show positive attitudes to learning, behave well and are courteous to others. Children make friends with ease and play together cooperatively. For example, they make up a treasure hunt game and decide collectively to hide items in the sand pit for their friends to find. Children form close relationships with staff, who know them well. This helps them to feel safe and valued.

p.2

The provision is good

Children are keen talkers. They share ideas with each other as they freely choose from the exciting activities on offer, both indoors and outdoors. At snack time, they talk with enthusiasm about the jobs they would like to do when they are older. Children listen attentively to each other and proudly do a 'high five' in praise of their own and others' contributions. They speak about the favourite games they play at home and with friends at the setting. This helps children to make connections with the wider world.

p.2

The provision is good

Children are physically active and enjoy the outdoors. They balance, climb and run with increased confidence and control. Children use their imaginations to role play different scenarios, such as a 'sleepover' in a den. This makes learning fun and aids children's social and emotional development.

p.2

need to do better?

n Leaders and staff are passionate about the education and care children receive at the setting. Due to the COVID-19 pandemic, they focused on improving children's confidence, independence and social skills. This has proved to be effective, as children show well-developed self-care skills, such as washing their hands before mealtimes. n Leaders forge close links with local schools to support children's transition to school. They encourage teachers from the receiving schools to visit the setting and get to know the children. Leaders and staff work well with outside professionals to support children's needs, particularly children with special educational needs and/or disabilities (SEND). This helps children with SEND to achieve equally as well as their peers. n Overall, staff interactions help children to achieve their identified next steps. Staff set tasks that interest children, as well as posing challenges to them to

p.2

need to do better?

solve for themselves. For example, children make home-made percussion instruments out of paper cups with beads inside. They need to think about how to stick two cups together. However, staff are too quick to do this for them. Children are also challenged to identify the shaker with most beads, by shaking and comparing the sounds. They are keen, but not allowed enough time to process and respond for themselves. This limits children's opportunities to

p.2

need to do better?

15 June 2022 suggest ideas or apply their own critical thinking to solve problems and meet challenges. This means that they become too reliant on the adults to perform tasks for them. n Children are given ample opportunities to practise their early literacy skills. They love to mark make and talk with great enthusiasm about what they have drawn. Staff provide a language-rich environment. Children are surrounded by marks that are familiar to them. For instance, they name different foods from the distinguishing marks on the labels. Children speak with pride and increased knowledge when talking about topics that interest them. For example, they talk about the features of planets in the solar system and use words like 'atmosphere' correctly. n Staff speak highly of the leaders. They enjoy their work with children and value the leaders' support. Overall, staff training is good. However, the current programme of professional development does not fully ensure individual staff

p.2

need to do better?

have the most effective practice when delivering the curriculum. n Parents talk with great fondness about the care and education their children receive at the setting. They value the strong communication about their children's ongoing progress. Parents say that they set aside time at home to talk about the photographs of their children engaged in activities, sent through the online application. They comment on the staff preparing their children well for school, particularly in personal, social and emotional development. This helps to promote children's continuity of care and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders understand their responsibilities to protect children and keep them safe from harm. Staff recognise the potential signs and symptoms of abuse, including exposure to extremist views and behaviours. They understand the local procedures to follow if they need to seek further help or to report any concerns. Leaders are effective in sharing updated safeguarding knowledge with staff, through a variety of approaches. They follow robust safe recruitment and vetting procedures to ensure that staff are suitable to work with children. Staff carry out regular risk assessments of the environment, indoors and outdoors, to ensure that it is safe for children to play.

p.3

should:

n allow children more time to think, process and respond for themselves to develop critical thinking skills, solve problems and meet challenges n enhance existing programmes of individual professional development to help staff to have an even broader knowledge of effective curriculum delivery.

p.3

Setting details

Unique reference number 109651 Local authority Hampshire Inspection number 10228135 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 26 Number of children on roll 41 Name of registered person Bolton Under 5's Preschool Committee

p.4

reference number

Telephone number 07881920709 Date of previous inspection 6 February 2017

p.4

Information about this early years setting

Bolton Under 5's Preschool registered in 1983 and operates from the Beddington Centre in Old Basing, Hampshire. It is a voluntary organisation and is managed by a committee of parents. The pre-school is open from 9am each weekday during term time. It closes at 2.45pm Monday to Thursday and at 1pm on Fridays. The pre-school is in receipt of funding for the provision of free early education to children aged three and four years. There are nine staff working with children. Of these, one holds a relevant level 6 qualification and four hold appropriate qualifications at level 3.

p.4

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 pre-school 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 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 carried out a joint observation of an activity with the pre-school manager. n The inspector spoke to children, staff and parents and has taken on their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

p.5

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.5

Inspection activities

15 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6