Aiskew Under Fives Preschool

Inspection of Aiskew Under Fives Preschool The Scout Hut, Emgate, BEDALE, North Yorkshire DL8 1AH

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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

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The provision is outstanding

Children do very well at this exceptional pre-school setting. The use of the educational programme and children's rich experiences build on their knowledge and skills. All children make remarkable progress and are well prepared for their next stage of learning.

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The provision is outstanding

Children are extremely well settled and happily move on from their parents to their key persons. Partnerships with parents are particularly strong. Key persons effectively use information shared to understand and support children's individual needs and next steps in learning. As a result, when children begin at pre-school, they make progress straight away. Key persons plan activities that build on what children already know and can do This broadens their cultural capital with rich experiences.

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The provision is outstanding

All children are actively engaged in play. They show high levels of energy and fascination, and practitioners share in their enthusiasm. Attentive teaching by all staff in the provision areas keeps children involved. Staff's modelling of language and planning for the expansion of children's vocabulary are outstanding. As a result, children consistently use new vocabulary, enabling them to communicate effectively, to meet the needs of different audiences. For example, older children model language to younger children, to include them in their play.

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need to do better?

n Staff carefully consider the teaching of British values and how children learn about the culture of their own community. This includes visits to the library and to a residential care home for the elderly. This contributes to children's development of character and respect for others both similar and different to themselves. Children are involved in a recycling project. They identify recyclable waste from their lunches and understand their responsibility to recycle, in support of green issues. n The provision for children with special educational needs and/or disabilities is exemplary. Leaders and managers foster a culture of inclusion and ensure all children achieve the best possible outcomes. Outings and activities are broken down into steps that build up to ensure accessibility for all and that specific targets are achieved. Children, therefore, develop a positive sense of self and a respect of difference and diversity.

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need to do better?

n The use of the pre-school allotment strengthens the educational programme. Children spend time observing a pigeon's nest with a new chick in a nearby tree. They look for minibeasts and observe them in their habitat. They notice growth, see how some tomatoes have decayed over time, and learn about successful growing cycles through trial and error.

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need to do better?

7 October 2022 n Mathematics is successfully found throughout the provision. Staff consistently build children's understanding of number and measure through their skilful interactions and the planning of the play areas. For example, in the home corner, staff join in their play, asking a variety of questions to build on children's knowledge. These high-quality interactions mean that children learn about mathematical concepts in a purposeful way. n Staff have high expectations of children's behaviour for learning and support children to develop their confidence and self-control. The development of emotional literacy is hugely effective. Children register how they are feeling on arrival and spend time with their key person. A wide range of emotions are introduced to children. During the 'morning circle', staff use the word 'excited' to describe how one child is feeling, delighted to be attending a future event very

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need to do better?

soon. n Staff prioritise language enrichment. As a result, children's communication and language skills develop superbly. Staff plan specific activities to teach an ambitious level of vocabulary and are also alert to spontaneous moments to teach children further. A 'vocabulary tree' identifies new words learned, such as 'invited' after a birthday party invitation was received by a child. In group circle times, the 'What's in the box' game focuses on teaching instructional language. n Leaders and managers prioritise children's personal development. They support children and families through early identification and make referrals to specialised services when children need extra support. They work closely with parents, developing individual learning plans to take immediate action in support of children. Parents report that this targeted support has helped their children to be well prepared for their next stage of education.

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need to do better?

n Staff ensure that children have the best possible start in life. They provide a food bank for families that enables children to have a healthy and varied diet. Children learn about the importance of diet through staff discussions at snack times. They provide snack platters from which children can taste different food and develop their likes and dislikes. n Leaders and managers have high expectations for the development of staff's knowledge. Through peer observation and supervision sessions, they support staff to access regular training that builds on and deepens their knowledge of teaching. The staff team use weekly meetings to discuss children's next steps. As a result, children receive positive, consistent teaching by all practitioners, which then moves their learning forward.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff, including those recently recruited, have a good understanding of safeguarding procedures. They know the signs that a child may be vulnerable to harm through abuse, neglect or exploitation. They understand their duty to ensure the suitability and safety of the setting and its resources. Leaders and managers adopt a culture of safeguarding that emphasises that it is the responsibility of everyone to protect children. There are clear procedures to follow for making

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Safeguarding

7 October 2022 referrals and for the sharing of information with the designated safeguarding lead. Practitioners and managers understand their role in whistle-blowing should they have concerns about a member of staff or an allegation is made.

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Setting details

Unique reference number EY479864 Local authority North Yorkshire Inspection number 10229689 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 19 Name of registered person Aiskew Under Fives Preschool

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reference number

Telephone number 07742 670825 Date of previous inspection 25 January 2017

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Information about this early years setting

Aiskew Under Fives Preschool re-registered in 2014 and is situated in Bedale, North Yorkshire. The pre-school employs four members of childcare staff, including the manager. Of these, all hold appropriate early years qualifications at level 3. The pre-school opens on Monday to Friday, from 9am until 3pm, during term time only. 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 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 deputy manager, manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 carried out joint observations of group activities with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in 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

7 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.

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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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