Sticky Fingers Pre-School & Playgroup

Inspection of Sticky Fingers Pre- School & Playgroup Bishop Allenby Hall, St Stephen's Street, Worcester WR3 7HS

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children are extremely happy, content and settled at this nurturing setting. Those who are new to the setting are keen and excited to come in at the start of the session. They quickly become involved in favourite play activities, sensitively supported by thoughtful and caring staff. Children flourish in the exceptionally well- thought-out environment. They are highly active learners who are keen to explore and investigate the extensive range of fascinating activities available. They have plenty of time to become consistently engrossed in their play. This supports high levels of concentration. Children make excellent progress across the areas of learning. For example, they develop their physical skills as they squeeze, manipulate, cut and snip at play dough that they have made themselves. They explore in a sensory way as they sink their fingers and hands into the 'moon' sand.

p.2

The provision is outstanding

The well-organised, spacious outside area supports children's physical and emotional well-being. For example, younger children mix water with dirt to make a muddy puddle. They show delight as they jump into it with both feet and notice how the mud squelches and splashes. Older children are intrigued at the potions activity as they blend different coloured water together in large bottles, adding more water with pipettes and mixing in petals, small leaves and flowers to make potions.

p.2

The provision is outstanding

Children enjoy a rich environment that helps to prioritise their communication and language development. Leaders and staff seamlessly introduce new words and include wide-ranging opportunities for speaking and listening. For example, as children mix potions, they hear staff use new words, such as 'scientist'. They enthusiastically sing along at circle time to familiar songs and rhymes and frequently access favourite, familiar and new stories.

p.2

need to do better?

n Skilled staff have a deep knowledge of child development and know how children learn. This helps them to respond quickly and adapt their teaching to help children make excellent progress. They use techniques that fully engage the children so that they become completely immersed in what they are doing. Staff are expert at adapting activities and interactions so that each child is supported very well. n Highly skilled leaders and staff implement a clear vision and ambitious curriculum. As a result, the provision offers children challenge and a wealth of stimulating learning opportunities across the areas of learning. n Leaders and staff work expertly with parents and other professionals to ensure prompt, nurturing and consistent support. For example, staff work closely alongside other professionals to fully support children and families. Staff devise,

p.2

need to do better?

4 October 2022 implement and monitor plans that are carefully thought through. They prioritise one-to-one support to help children achieve. This helps children with special educational needs and/or disabilities make excellent progress. n Parents speak very highly of the setting. They fully appreciate the support and advice staff offer. Parents of children new to the setting comment that the nurturing, sensitive and thoughtful approach of all staff help their children to settle well and enjoy their learning. Staff use a wide range of methods to communicate very effectively with parents. For example, weekly newsletters, information boards, daily discussions, open days and parent meetings all help parents feel included and involved in their child's development. n The importance of community is integral to the provision. Children learn about their community and the wider world around them as they walk to the local

p.2

need to do better?

shops, enjoy visits from emergency services and take part in community days to celebrate national events, such as the recent Jubilee. n Children make excellent progress in their communication and language development. Staff use a range of techniques to support children's early communication. For example, they use simple signing and comment on their play using rich language. Staff regularly introduce new words to extend children's vocabulary. Older children recall what they know and think of new ideas, as staff use open-ended questions. n Staff skilfully support children to develop independence and social skills. They have an excellent knowledge of the importance of secure relationships and realistic expectations for these young children. This helps children to become confident learners and behave well. Staff are positive role models for children, as they calmly explain what is expected of them and join in with their play.

p.3

need to do better?

n Opportunities for children to develop physically are wide ranging and threaded through the provision. For example, when using the wheeled toys outside, children develop their physical and problem-solving skills as they scoot, peddle and work together to decide how to best move a three-seated tricycle. They use the small muscles in their hands as they squeeze water into a pipette and transfer it to a large bottle.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff are fully committed to safeguarding the children in their care. They get to know all children and their families very well. This helps to ensure that children and their families get the support they need. Staff frequently access an extensive range of training to ensure that their safeguarding knowledge is up to date. This includes protecting children and their families from extremist views and ideas. This means that all staff have an in-depth knowledge of the actions they will take if they have concerns about a child or colleague. The manager regularly questions staff about different child protection scenarios to check understanding of what to do if there is a concern about a child. Staff are deployed effectively and supervise children closely. This helps keep children safe. They reinforce simple boundaries, which help children understand how to keep themselves safe. For

p.3

Safeguarding

4 October 2022 example, children know that the sensory garden is a space for walking.

p.3

Setting details

Unique reference number EY492049 Local authority Worcestershire Inspection number 10236708 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 44 Number of children on roll 37 Name of registered person Thomas, Claire Louise

p.5

reference number

Telephone number 07963398605 Date of previous inspection 16 March 2017

p.5

Information about this early years setting

Sticky Fingers Pre-School and Playgroup registered in 2015 and is situated in Barbourne, Worcestershire. The pre-school opens Monday to Friday, from 8am to 5pm, during term time only. There are 7 members of childcare staff. Of these, 5 hold relevant qualifications at level 3 and above. The nursery provides funded early education for two-, three- and four-year-old children.

p.5

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 inspector carried out a learning walk with the manager and discussed how the curriculum is delivered. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the manager. n The inspector held a meeting with the pre-school leaders. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the pre-school.

p.6

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.

p.6

Inspection activities

4 October 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7