Bellinge Community Pre-School

Inspection of Bellinge Community Pre- School Fieldmill Square, NORTHAMPTON NN3 9AQ

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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 Outstanding

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The provision is good

Children develop a love of books. They listen to staff as they read a book about a very hungry caterpillar. Children are active participants as they use props provided by staff to support the theme of the book. Staff ask, 'Who's got the apple?' and children enthusiastically shout out names as they identify who has each piece of food. This helps to support children's communication and language skills.

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The provision is good

Children form close bonds with staff. They affectionately hug staff on arrival and seek them out when upset. Children's emotional development is supported. Staff know children well. They help children to feel safe as they understand children's interests and what supports them to settle. Children are beginning to develop in confidence but happily return to the security of key staff for reassurance.

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The provision is good

Children learn about different animals. Staff recognise that not all children have pets. As a result, staff and parents bring in family pets to visit children. For instance, they bring in a guinea pig and children learn about what they eat, where they sleep and what their fur feels like. Children develop respect for, and learn how to be kind and caring to living creatures.

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need to do better?

n Overall, children behave well. For example, during snack time children are polite and say please and thank you to staff. While playing outdoors, children work together and attempt to tie a friend's shoelace. However, staff do not consistently provide children with clear explanations about why they should follow rules. This means that children do not always fully understand the consequences of their actions. n Staff work in close partnership with parents. This helps staff gain an insight into children's interests and family culture. Staff provide parents with regular updates on children's progress. They sensitively support parents. For example, they hold one-to-one meetings with parents to discuss where children may benefit from referrals to other professionals and agencies. n During a singing activity, staff engage with children and support their mathematical development. For instance, staff use their fingers to count the

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need to do better?

number of current buns with the children. However, staff deployment is inconsistent. Consequently, there are occasions when children are not fully engaged or supported to further extend their learning. n The manager supports staff in their ongoing professional development. For example, staff access training designed to help the increased needs of children as a result of the COVID-19 pandemic. Following this, staff recognise the benefits of allowing children sufficient time to think and be able to respond to questions.

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need to do better?

21 June 2022 n The curriculum is well planned. This is because staff make effective use of assessment. They accurately identify children's achievements and level of development. Staff use this knowledge to plan activities based on individual interests and what they want children to learn next. Children's development is routinely monitored. This helps staff to check that all children make progress in relation to their starting points. n Children develop an awareness of their own personal care needs. Older children confidently use the toilet. They understand the importance of handwashing and this is carried out at appropriate times throughout the day. This helps to minimise the risk of infections and illness. For instance, children wash their hands on arrival to the setting, after using the toilet and prior to eating. n Staff help children to feel safe and secure and develop a sense of belonging. For example, staff learn key words to support children who speak English as an

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need to do better?

additional language. Additionally, children enjoy tasting food from different cultures. This helps children to feel valued and promotes their understanding of their community and the world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff undertake risk assessments to ensure the safety of children. This includes the identification of measures to reduce risk. They teach children to respect animals and discuss how to keep themselves safe. They know who to contact should they have safeguarding concerns about a child. Staff understand the action to take in the event of allegations raised against a member of staff. Children's absences are monitored, and staff take appropriate action to ensure children's welfare is promoted. There is a robust safeguarding policy in place, which staff are familiar with. Staff complete relevant safeguarding updates to ensure that their knowledge is current.

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should:

n strengthen strategies to promote positive behaviour, so that all children are clear on the expectations for their behaviour and possible consequences of their actions n review staff deployment, so children are consistently engaged in learning to achieve the best possible outcomes.

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Setting details

Unique reference number 220141 Local authority West Northamptonshire Inspection number 10138502 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 30 Number of children on roll 60 Name of registered person Bellinge Community Pre-School Committee

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reference number

Telephone number 01604 409375 Date of previous inspection 9 December 2014

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Information about this early years setting

Bellinge Community Pre-School registered in 1978. It is situated in the Bellinge area of Northampton. The pre-school employs seven members of childcare staff. All hold appropriate early years qualifications at level 3, including one with early years professional status. The pre-school opens Monday to Friday during term time. Sessions are from 8.45am until 3.30pm. 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 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 children to learn. n The inspector carried out a joint observation on a group activity with the manager. n The inspector looked at relevant documentation. n The inspector had face-to-face conversations with parents to gain their views of the setting. n The inspector held discussions with the manager, staff and children at appropriate times during the inspection.

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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

21 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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