Little Barn Owls Pre-School Ltd

Inspection of Little Barn Owls Pre- School Ltd Lings Forum Leisure Centre, Weston Favell Centre, Northampton, Northamptonshire NN3 8JR

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are greeted by friendly and caring staff. They settle well and enthusiastically access the range of activities planned for the day. However, staff interactions with children are variable and children do not receive consistent support to develop their critical-thinking skills. At times, staff do offer children some appropriate support. For example, as children pretend to make a barbecue out of toy bricks, staff support their learning by saying 'be careful, the fire is hot, hot, hot'. They ask children to consider safety, asking 'what do we need to do around a fire?' Children respond 'be careful', but staff do not extend this further to encourage children to consider the consequences.

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The provision requires improvement

Children develop their self-help skills to prepare them for their transition to school. During snack time, they pour their own drinks and make choices as to what they would like to eat. Some children independently use the toilet and wash their hands. However, they are not always supported with high-quality interactions to further support their knowledge and understanding, for example, about why they need to wash their hands.

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The provision requires improvement

In small groups, children enjoy sharing a book with staff. However, during larger group times, some children become distracted. When this happens, staff do not use effective techniques to re-engage them or promote positive behaviour. For example, staff tell children to take part, but do not consider why they are distracted or how they can encourage their interest.

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need to do better?

n Staff do not use their interactions to fully extend children's learning and thinking skills. For example, interactions during snack time are limited and focused on routine questions, such as 'would you like a drink', 'do you want any more' and 'have you finished'. n Staff implement some appropriate hygiene practices when changing nappies. For instance, they wear gloves and aprons to protect themselves and children from the risk of cross-infection. However, not all aspects of hygiene are considered. For example, used nappies are not disposed of immediately. Instead, they are stored in children's bags in the playroom. n Generally, children behave well. On occasion, staff encourage children to consider why they should not run inside. Nevertheless, staff do not consistently provide children with explanations. This means that children do not fully understand the expectations and the possible consequences of their actions.

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need to do better?

Similarly, practices to acknowledge and promote positive behaviour are not fully embedded. For example, staff hand out stickers during group time. However, praise and acknowledgement of effort is not embedded throughout the day.

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need to do better?

22 June 2022 n Staff make use of observation and assessment. As a result, staff know children's level of development and what they would like them to learn next. However, staff do not consistently engage children to further extend their learning and development. n Children have opportunities to learn about nature. They visit the local shops to purchase seeds, which they plant, water and watch grow. For example, they have planted a beanstalk in the outdoor play area. As a result, children learn how to care for plants and the world around them. n The manager supports staff through team and one-to-one meetings. However, this support does not focus sharply enough on strengthening and monitoring staff practice. This means that staff are not provided with the coaching and training to support high-quality teaching and interactions with children. n Information is shared with parents and carers regularly. For example, staff

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need to do better?

communicate verbally with parents on a daily basis. Parents' evenings provide time for more in-depth conversation regarding children's learning and development. Progress checks for children between the age of two and three years are discussed, and parents are encouraged to share these with their health visitor. Parents report that they are happy with the service provided by the setting and comment that staff are 'very caring'. n Following the COVID-19 pandemic, staff acknowledge the impact on children's communication and language development. Staff are beginning to work in conjunction with other professionals, such as speech and language therapists, to support the individual needs of children. Nevertheless, staff do not always understand the importance of supporting children who speak English as an additional language to use their home language during play. Likewise, staff do not fully recognise how this supports children to feel valued and to develop a

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff understand the signs and symptoms of abuse and other safeguarding concerns. They know who to contact should they have a concern about a child's welfare. Staff are familiar with their safeguarding policy and the role of the designated safeguarding lead. They are vigilant to potential concerns, such as existing injuries that children may attend with. Staff implement appropriate records to monitor and report concerns as and when they arise. Security measures are in place to ensure that unauthorised visitors cannot access the setting. Staff implement processes to ensure that children are collected only by adults who have permission to do so.

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Due date

provide staff with training, coaching and mentoring to develop their skills when they interact with children so that they challenge children to think and help them to understand more 31/07/2022

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Due date

dispose of used nappies appropriately to minimise the risks of illness and infections. 31/07/2022

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should:

n develop the behaviour management strategies so that staff have a consistent approach to better support children's understanding of positive behaviour n further support children who speak English as an additional language to use their home language in play and learning.

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Setting details

Unique reference number 2555613 Local authority West Northamptonshire Inspection number 10205558 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 16 Number of children on roll 12 Name of registered person Little Barn Owls Pre-School Ltd

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reference number

Telephone number 07735039546 Date of previous inspection Not applicable

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Information about this early years setting

The Little Barn Owls Pre-School registered in 2019. The pre-school operates between 9.05am and 3pm, Monday to Friday, during term time only. The pre- school employs three members of staff. Of these, two members of staff hold an appropriate qualification at level 3. 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 setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The manager guided the inspector around the provision during a learning walk. n The manager and the inspector carried out a joint observation of an activity together. n The inspector looked at relevant documentation. n The inspector spoke to parents to gain their views of the setting. n The inspector spoke to staff at appropriate times during the inspection.

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Inspection activities

22 June 2022 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

22 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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