Skidby Pre-School

Inspection of Skidby Pre-School Skidby C of E Primary School, Main Street, Skidby, Cottingham, North Humberside HU16 5TX

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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 Good

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The provision is good

Children are happy, settled and form strong attachments with staff. They enjoy the time they spend with staff. Children make decisions about their play, selecting from a good range of toys and resources. They achieve well in their early writing and reading skills. Children identify the letters in their names and recognise them in other words. Children's physical development is well supported. They enjoy playing in the outside area, running and balancing carefully on the equipment. Children use their small-muscle skills as they enjoy manipulating play dough and making models with their hands. Children who speak English as an additional language are supported well.

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The provision is good

Children behave well. They are helpful and kind to one another. Staff provide plenty of praise for children's good efforts. This gives children a sense of pride in their achievements and enhances their eagerness to learn. Children follow effective health and hygiene procedures, such as washing their hands before snack. Staff and children have discussions about healthy options at lunchtime. Children understand that healthy eating and regular exercise impact positively on their overall good health. Children are respectful of people's differences. They enjoy regular opportunities to explore and learn about cultural festivals.

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need to do better?

n Staff plan an exciting range of experiences in the outdoor area that help children to have a positive attitude to learning. For example, children develop their literacy skills as they use clipboards and pens. They use paintbrushes and water to make marks on the fences, and they enjoy baking cakes in the outdoor kitchen area. n Children make good progress overall. They enjoy stimulating activities that support their development well. For example, older children learn about the alphabet and identify letters at the beginning of different words. Children write their own registers, identifying who is at the pre-school and who has not attended. These opportunities help to prepare children for their next stage in learning, including their move on to school. n Staff regularly check children's progress and use this information to help ensure that they receive the right challenges. However, sometimes, staff do not identify

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need to do better?

children's individual interests and preferences to create an environment to better support their next steps in learning. n Staff support young children's language and communication skills effectively. They use repetition, effective questioning skills and model words. Children listen attentively to staff and respond well to questions with considered answers. n Staff support children's mathematical development effectively. For instance, they encourage children to count objects as they play and point out different shapes

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need to do better?

21 July 2022 in the environment. Children count securely and have a good understanding of shape and size. n Partnerships with parents are good and staff involve parents in their children's learning effectively. Parents say how happy they are and praise the communication. There is a strong focus on preparing children for school. Staff work collaboratively with other professionals, parents and schools to enable a smooth transition for children. n Children generally follow the pre-school's routines well. For example, at the end of the session, they listen to stories with interest and excitedly join in with their favourite phrases. However, some parts of the daily routine are not organised as well as possible to fully support children's learning. For example, children are interrupted in their play to take part in snack time. n The manager and staff work closely together. Although peer observations take place on the quality of staff's teaching practice, the manager's overview of this is

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need to do better?

not fully secure. She does not use the information to help set precise areas for further improvement for all staff, to help raise the quality of education to a high level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff keep their skills and knowledge regarding safeguarding up to date through regular training. They know exactly what to do if they have any concerns about a child. Staff are confident to take the necessary action. They are aware of signs and symptoms that may indicate a child could be at risk of extremism. The manager carries out background checks on all staff to ensure that they are suitable for their roles. This helps to keep children safe. Children's understanding of safety is enhanced through controlled opportunities that enable them to take risks. For example, they learn to use scissors responsibly.

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should:

n provide children with more opportunities to increase their skills through activities based on their specific interests and preferences n review and enhance some parts of the daily routine to maximise all children's learning n monitor staff's performance further to help identify precisely how staff can raise their good practice further.

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Setting details

Unique reference number EY435590 Local authority East Riding of Yorkshire Inspection number 10106696 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 18 Number of children on roll 32 Name of registered person Bratton, Hilary Jane

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reference number

Telephone number 01482 476 674 Date of previous inspection 16 June 2015

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Information about this early years setting

Skidby Pre-School registered in 2011 and operates within the primary school in the village of Skidby. The setting employs three members of childcare staff. All hold appropriate early years qualifications at level 3. The setting opens during term time, from 9am until 3.30pm, Monday to Friday. It 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 setting. n The inspector spoke with staff and children during the inspection. The inspector and the pre-school manager completed a joint observation of an activity. n The inspector held a meeting with the pre-school manager and provider. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the quality of education during activities, both indoors and outdoors, and assessed the impact this has on children's learning.

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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 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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