Chacombe Preschool Group

Inspection of Chacombe Preschool Group Chacombe C of E Aided School, 37 Thorpe Road, Chacombe, Banbury, Oxfordshire OX17 2JA

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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 rush into the setting when they arrive. They greet staff with smiles and cuddles. Children are invited to bring in their favourite toys to help them settle. This helps children to feel safe and secure. Staff ask children to bring in photos of their family members and pets, which they place on the 'family tree' display. If children become unsettled or unsure during the day, staff invite them to look at the photos to reassure them.

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The provision is good

Children are supported by staff to manage their feelings and emotions. They tell staff they have seen news on the television about Queen Elizabeth II's death. Staff sensitively follow children's emerging thoughts and feelings about this event. Children recall their memories with staff of celebrating the Queen's Platinum Jubilee and having a tea party. Staff support children to recognise their different feelings and talk about feeling sad. Children spend time looking at photos and books of the Queen in the setting's reflection area.

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The provision is good

Children's behaviour is good. They share well with their friends. For example, children work together to thread shapes. They decide one of them should hold the string still, while the other threads the beads. Children scoop up rice which has fallen onto the floor. They take responsibility for their learning environment.

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need to do better?

n Staff plan to broaden the experiences children have at home. They help children to find out about people who may be similar or different to themselves. For example, children have opportunities to dress up in a range of traditional costumes from different cultures. This helps children to find out about the world around them. n Staff are passionate about continually improving the setting. After a recent refurbishment, staff have thoughtfully planned the learning environment. Neutral colours have been used, which staff have found have a calming impact on children. Staff regularly reflect on the opportunities they offer children. n Staff skilfully find out about children's starting points. They complete regular observations to find out what children already know, and plan how they can build on their knowledge. Staff swiftly intervene if children need additional support to ensure children continue to make progress. They make prompt

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need to do better?

referrals to outside agencies if required, such as speech and language support. n Children are becoming confident communicators. Staff introduce new words as they interact with children when they play. They describe the sand and water mixture children have made as 'squelchy' and 'squidgy'. Later, children begin to use these words independently in their play. Staff repeat words back to children, to help them to develop the correct pronunciation of words.

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need to do better?

14 September 2022 n Staff interact with children throughout the day. Mostly, they give children time to respond when they ask them questions. For example, staff ask children if they know what kind of bird a feather they have found is from. Children excitedly respond with, 'It's from a pigeon.' However, on some occasions, staff do not fully promote discussion with children to extend their learning even further. n Children sustain their interest in activities for long periods of time. They work together to move guttering pieces to run cars down. Sometimes, staff step in too quickly to tell children what to do when problems occur. For example, when children try to fit toy cars into a trailer, staff step in and put the cars inside for them. Children do not always have time to develop their problem-solving skills independently. n Parents are very positive about the care the setting provides. They feel that

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need to do better?

communication is a strength of the setting. Parents receive a detailed handover everyday so they know what activities their children have taken part in. They know how they can support their children's learning at home. Staff find out about the approaches parents are taking to tasks, such as toilet training at home. They follow the same methods so there is a consistent approach for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff supervise children when they use technology. They make sure children only have access to age-appropriate websites. Staff talk to children about telling them if they see something that makes them feel worried. This helps children to stay safe when they use technology. Staff have a secure knowledge of the signs and symptoms of abuse. They know who to report their concerns to. Staff receive regular safeguarding training to ensure their knowledge is kept up to date. Robust recruitment procedures are in place to check the suitability of staff. Staff demonstrate a good understanding of how to respond when children have minor accidents at the setting.

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should:

n promote further discussion when interacting with children to extend their learning further n allow children more time to explore independently and develop their problem- solving skills.

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Setting details

Unique reference number EY306923 Local authority West Northamptonshire Inspection number 10138526 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 Sessional day care

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inspection

Total number of places 20 Number of children on roll 10 Name of registered person Chacombe Pre-school Limited

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reference number

Telephone number 01295 710835 Date of previous inspection 23 June 2015

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Information about this early years setting

The Chacombe Preschool Group registered in 2005. It is located in Chacombe, Banbury, Northamptonshire. The pre-school employs three members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.45am to 11.45am, with optional lunchtime sessions from 11.45am to 12.15pm. Afternoon sessions run from 12.15pm to 3.15pm. The pre-school provides funded early education for 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 provision. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 Staff spoke to the inspector during the inspection. 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 inspector observed the interactions between staff and children. n The inspector carried out joint observations of a group activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working at 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

14 September 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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