Puddletown Pre-School

Inspection of Puddletown Pre-School Puddletown First School, Dorchester Road, Dorchester DT2 8FZ

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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 arrive happily and ready to learn. They are eager to explore, whether they are playing with water and pasta, or finding out how many stones weigh the same as a pumpkin. Children make choices about their play and select resources independently to develop and explore their own ideas. They share well and take turns with no disagreements. Children are very well behaved.

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The provision is good

Staff have high expectations of the children and are committed to helping them develop many skills to support their future learning. Children follow instructions to splat, pinch, squeeze and pass play dough from hand to hand. This helps to develop their hand and finger muscles in preparation for future writing.

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The provision is good

The manager recognises that many new experiences and opportunities have been limited for children because of the restrictions during the COVID-19 pandemic. She plans to extend opportunities for children to integrate into the wider community more. This will help children to build on their essential knowledge of the diverse area in which they live and help them to feel part of this community.

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need to do better?

n Staff have a good knowledge of children's interests and individual needs. They have a good understanding of the curriculum. Staff link consistently what they want children to learn to the activities they provide, which supports children to make good progress. For example, children join in a 'play dough disco' activity to develop their fine motor skills. n Staff model language well and introduce new words to extend children's vocabulary. However, there are times when staff members are not consistent when building on and extending children's language skills. For instance, staff do not find out children's ideas during activities, to help to extend their communication and language development. n There is good support for children with special educational needs and/or disabilities. The manager and special educational needs coordinator quickly identify and support children. They work closely with a wide range of other

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need to do better?

professionals to develop individual learning plans. Funding provided to these children is used carefully to provide individual support or specialised resources. This helps to support children to reach their full potential. n Forest school sessions provide all children with opportunities to learn about the world around us. They explore their natural environment and learn to take calculated risks under the close supervision of staff. For example, children talk about what they know about birds as they embark on a walk and take big steps up onto a bridge. n Children spend plenty of time outdoors in the fresh air. This helps them to

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need to do better?

19 October 2022 develop their larger muscles and coordination. Staff encourage children to be independent during mealtimes. Children enjoy a wide range of freshly prepared healthy snacks. They choose water or milk to support their good oral hygiene. n The manager and staff build successful partnerships with the host school. The manager organises visits for children and teachers to support transitions and to transfer information. This helps children move smoothly on to their next stage of learning. n Staff have good partnerships with parents. Parents comment positively about the pre-school and how their children are progressing. For instance, they describe the staff as 'amazing' and say that they have a 'child centred approach'. Staff communicate with parents through a variety of ways. They provide discussions daily and through parents' evenings, and use an online system to exchange information, including how parents can support children's learning at home.

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need to do better?

n The manager works closely with staff. They have regular meetings to reflect on their practice and the learning experiences they provide for children. This helps the manager to ensure staff feel listened to, valued and appreciated. Staff comment that they feel well supported in their role.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a good knowledge of child protection and wider safeguarding issues. They understand the procedures to follow if concerned about a child's welfare or if an allegation is made. Staff monitor children's attendance and any accidents they have, at home and in the pre-school. The manager ensures staff remain suitable to work with children. All staff are qualified to provide paediatric first aid and they always respond to accidents quickly. They complete risk assessments to help identify any potential hazards, ensuring the pre-school is always safe and secure for the children.

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should:

n strengthen the monitoring and support for staff to maximise their interactions with children, to promote children's communication and language skills more effectively.

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Setting details

Unique reference number EY473896 Local authority Dorset Inspection number 10232995 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 24 Number of children on roll 27 Name of registered person Puddletown Playgroup Committee

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reference number

Telephone number 01305 849533 Date of previous inspection 12 January 2017

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Information about this early years setting

Puddletown Pre-School re-registered in 2013 at the current premises. It operates independently from a classroom within Puddletown First School in Puddletown, near Dorchester, Dorset. The pre-school offers funding to provide free early years education for children aged two, three and four years. They are open Monday to Friday, from 8.30am to 3pm, during term time only. There are seven members of staff. Of these, two members of staff have qualified teacher status, one holds an appropriate childcare qualification at level 5, one holds a level 4 qualification and three members of staff hold level 3 qualifications.

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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 provider and has taken that into account in their evaluation of the setting. n The inspector and the manager completed a learning walk across all areas of the pre-school, to understand how the early years provision and the curriculum are organised. n A joint observation of a teaching activity was carried out by the inspector and the manager. n The inspector held discussions with staff and children at appropriate times during the inspection. n A meeting was held between the inspector and the manager. The inspector looked at a sample of relevant records and documentation. This included evidence of staff suitability and training. n The inspector spoke to a number of parents and took account of their views.

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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

19 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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