Child First Aylesbury Pre-School

Inspection of Child First Aylesbury Pre-School 35 Rickfords Hill, Aylesbury, Buckinghamshire HP20 2RT

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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 love coming to this stimulating and welcoming setting. They behave well and are respectful of others. Children form affectionate bonds with staff, who are responsive to their needs. They engage well as they play on their own and with friends. Children freely choose from a range of exciting activities on offer, indoors and outdoors. They readily make up their own games and play safely. Children gain in confidence as their contributions are valued and praised by the staff. For example, children give instructions to a staff member on different ways to jump over a wooden plank. Others join in and practise jumping over the plank in a variety of ways. The sideways jump proves a real favourite. This helps children to feel a sense of pride in their achievements.

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The provision is good

Children have positive attitudes to learning and make good progress from their starting points. They are keen to help others, for instance when they fasten their friend's shoes. Children show growing independence and manage their own care needs throughout the day. They are inquisitive and happily engage in conversations. Children welcome visitors and ask sensible questions. They are keen to find out how to say 'hello' in different languages and practise saying the words. This helps children to make connections between their own language and those of others.

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need to do better?

n The newly appointed pre-school manager is passionate about providing the best possible education and care for children at the setting. She has already made some positive changes to the provision, including monitoring staff's practice and supporting them in their curriculum delivery. Overall, staff interact well to enhance children's learning. However, at times, when working with small groups of children, they do not ensure that children use good discussion techniques effectively. For example, when talking about nocturnal animals, children speak over each other and do not listen attentively to others' contributions. As a result, children's learning is not maximised. n Staff gather sufficient knowledge from parents at the start, to find out what children know and can do. They use this information to carefully establish children's individual next steps in learning and adopt a tailored approach to meet

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need to do better?

these successfully. Leaders and staff identify and monitor persistent gaps in children's learning and address these effectively. For instance, when some boys demonstrate a reluctance to write, this is addressed successfully through well- planned activities to improve hand muscle control, such as using chunky pens to draw on large strips of foil. This helps all children to make good progress. n Staff place importance on the teaching of early literacy skills. Children are encouraged to develop a love for books. They answer simple questions about

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need to do better?

16 June 2022 the pictures and the story content. Children have ample opportunities to practise mark making. They show a growing understanding that their marks carry meaning. For instance, they enjoy drawing people in sand, and relate their marks to spikey hair on the person's head. Children recognise and try to write their own names. This demonstrates that children are motivated to learn. n Children learn to adopt a healthy lifestyle. They are physically active and enjoy ample opportunities to play in the spacious, well-resourced garden. Children climb, balance and run with increased concentration as they take their time to perfect these skills. They eat nutritious meals and know that vegetables are healthy. This helps to promote children's good health and emotional well-being. n Leaders and staff understand how children who speak English as an additional language develop competency in spoken English. They work closely with parents

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need to do better?

and collect a bank of everyday words, such as 'book' and 'toilet', in children's home language. This helps children's understanding and aids a smoother transition into pre-school. Several members of staff speak children's home languages as well as English. This aids better communication with parents too. n Parents speak highly of the provision and comment on the good progress their children make. They value staff's attention in identifying their children's needs in a timely way and addressing these effectively. Parents are impressed with the regular updates and suggestions of what they could do at home to support their children's learning. This helps to promote children's continuity in development and care.

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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 potential signs and symptoms that a child may be at risk of harm, including exposure to extremist views. They know the local procedures to follow should they need to report a concern about a child's welfare. Leaders provide safeguarding updates to staff on a regular basis. They are aware of the importance of promoting online safety with parents. Leaders follow robust safe recruitment and vetting procedures to ensure staff are suitable to work with children. This includes staff's ongoing suitability. Staff ensure the environment is safe and secure for children. They carry out daily risk assessments to minimise potential hazards.

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should:

n establish good rules of discussion with children, giving special emphasis to listening respectfully and allowing everyone the chance to speak so that their learning is maximised.

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Setting details

Unique reference number 2579661 Local authority Buckinghamshire Inspection number 10239577 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 100 Number of children on roll 77 Name of registered person Bright Stars Nursery Group Limited

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reference number

Telephone number 01296 433224 Date of previous inspection Not applicable

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Information about this early years setting

Child First Aylesbury Pre-School registered in 2020. It is situated in Aylesbury, Buckinghamshire. The pre-school is open from 7.30am to 6pm each weekday, all year round. The pre-school is in receipt of funding for the provision of free early education to children aged three and four years. There are 11 staff working with children, two of whom hold relevant level 6 qualifications and eight of whom hold appropriate qualifications from level 2 and above.

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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 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 carried out a joint observation of an activity with the pre-school manager. n The inspector observed the quality of the education being provided, indoors and outdoors, and assessed the impact that this was having on the children's learning. n Children, staff and parents shared their views on the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

16 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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