Maytree Preschool

Inspection of Maytree Preschool The Hive, Woodbury Playing Fields, Town Lane, Woodbury, Exeter EX5 1NE

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Overall effectiveness Inadequate

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

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The provision is inadequate

Although children feel safe and secure within the setting, their well-being and safety are put at risk. This is because some staff have a weak understanding of critical aspects of the safeguarding procedures.

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The provision is inadequate

That said, children form warm and trusting relationships with the staff team. They enter the setting happily and are keen to explore the range of interesting activities on offer. Children are confident decision makers. They choose when to visit the snack counter and then select their own choices of food from a wide range of healthy alternatives.

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The provision is inadequate

All children make good progress in their learning. They take part in a stimulating and well-planned curriculum based around their differing interests. Staff know individual children well, and they provide secure support to help children to build their skills and knowledge to reach their potential. For example, some children excitedly create insect models using craft materials, refining their finger control and imagination in the process, Others explore a variety of model insects in the soil, using magnifying glasses to identify similarities and differences.

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The provision is inadequate

Children behave well and show a clear understanding of the carefully set pre- school expectations. They happily share and take turns without support. When staff turn on the 'special' music at set times, children independently begin to tidy away the resources without the need for prompts. Staff are good and consistent role models and treat children with kindness and consideration.

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need to do better?

n The monitoring of the provision is not robust enough. This means that the management team are not able to quickly identify or address weaknesses in staff knowledge and understanding. This is particularly evident in relation to safeguarding procedures. This compromises children's safety. n Staff provide clear explanations and effectively model skills to engage children in their learning. They make good use of open-ended questions to encourage children to recall and share their own experiences. Children eagerly recount their stories of visits to the local beach. n Children develop strong early literacy skills. They independently find their name labels as they self-register at snack time. Older children recognise letters in their names and are beginning to write their own names. All children develop a love of books, which are used skilfully throughout the setting. Staff model how to use books to find facts about the insects they are observing. Children are fully

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need to do better?

engaged with the well-led story sessions and access books individually to tell their own stories.

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need to do better?

11 July 2022 n Staff effectively weave mathematical learning into the curriculum. Children show increasing skills as they confidently sort animals according to size and accurately predict and test which items are longer or taller. Staff provide good support to help children work out the number below and above when comparing ages, while older children count the number of children present and find the correct corresponding numeral. n There are positive partnerships in place with parents and other providers. The pre-school has set up secure systems for sharing information between all settings. This means children who attend more than one setting benefit from continuity in their care and education. Parents appreciate the regular two-way flow of information about their children's achievements and the activity ideas to continue learning at home. n Children benefit from the clear focus of developing healthy lifestyles. They enjoy

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need to do better?

a wide range of fruits for snack time. They show increasing levels of physical skills as they engage in the many different opportunities provided, such as obstacle courses and wheeled toys. They learn about why they need to wear hats in the sunshine and take regular drinks to keep hydrated. n Staff recognise the impact the COVID-19 pandemic has had on children's ability to build secure friendships and to play cooperatively. Consequently, staff prioritise the language and skills children need to succeed and use funding effectively to support these outcomes. Children make strong progress in this area and are well prepared for their next stages in learning. They show high levels of concentration as they engage in imaginative play. They play harmoniously together, listen carefully to each other's ideas, and develop complex story lines to continue their role play.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The staff do not have a good enough understanding of how to safeguard children from possible abuse. Although they can identify some signs that may indicate a child is being abused, staff do not have a clear knowledge of the correct actions to take once initial concerns have been noted and recorded. They do not have a secure understanding of how to assess the identified risks posed or when to refer concerns on to external agencies. This compromises children's welfare. However, staff do know how to manage risks within the environment and ensure the physical play space is safe. They also teach children how to keep themselves safe. Staff provide gentle reminders to finish eating before leaving the table and children know to put on helmets before riding wheeled toys.

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Due date

improve staff understanding of how and when to implement safeguarding procedures 26/09/2022

p.4

Due date

improve systems for monitoring the provision to ensure that all staff have a secure understanding of how to enact the safeguarding processes. 26/09/2022

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Setting details

Unique reference number 2565269 Local authority Devon Inspection number 10239146 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 23 Name of registered person Maytree Pre School - Woodbury Committee

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reference number

Telephone number 07967750955 Date of previous inspection Not applicable

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Information about this early years setting

Maytree Preschool re-registered in 2020, having first opened in 1992. It operates from The Hive, in the village of Woodbury, in Devon. The pre-school opens Monday to Friday from 9am to 3pm, during term time only. There are seven members of staff. Of these, three hold a relevant qualification at level 3 and one holds a relevant qualification at level 2. The manager and deputy manager are both qualified to level 6. The pre-school receives funding for the provision of free early education for children aged three and four years.

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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 their children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of an outdoor activity. n Parents shared their views of the setting with the inspector. n Staff spoke to the inspector 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

11 July 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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