Thornhill Community Pre-School

Inspection of Thornhill Community Pre-School Thornhill Sure Start Childrens Centre, Edge Lane, DEWSBURY, West Yorkshire WF12 0QT

p.1

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

p.1

The provision is good

Children settle quickly and are engaged and happy in their play. They enjoy well- thought-out activities that develop their language and mathematical skills. Staff place children at the centre of everything they do and work hard to ensure children achieve their next steps. Staff have high expectations of children's behaviour and of the rules and routines. Staff provide many opportunities for children to develop their independence skills. For example, children put on their own coat, wash their hands and clean the table before snack.

p.2

The provision is good

The staff offer a language-rich environment, developing skills through story times, singing and rhyme sessions. Strong relationships between staff and children support a nurturing environment in which children make good progress from their individual starting points.

p.2

The provision is good

Opportunities are given to children to develop their personal, social and emotional skills. Children wait patiently to make their own 'Gruffalo crumble'. They patiently take it in turns to add their 'pretend' ingredients, mix it up and eventually eat it. Children learn life skills and build on their knowledge and understanding of the world around them. They relish spending time in the outdoor area, planting and growing seeds. When ready, children pick the fruit and vegetables to make soups and smoothies. Parents have opportunities to come in and try the food children have made.

p.2

need to do better?

n The quality of education is good. All staff know the curriculum intent, how to apply it and the impact it has for all children in the setting. There is a clear focus on mathematical and language development, which is visible throughout the setting. Children are encouraged to use mathematical vocabulary, such as 'more' 'less' 'on top' and 'under', while they play and explore outdoors. This allows children to hear the new vocabulary in context so they can use it again. n Children are provided with opportunities to explore their senses and experience new resources and activities. For example, young children explore the texture, taste and smell of porridge oats. Children are enthralled as staff add more water to change the sensory experience. Children independently add more water and become immersed in the experience. Children are consistently motivated to try new things and are excited to join in with the stimulating activities provided.

p.2

need to do better?

n Staff support children's development well. They have a sound knowledge of individual children's starting points and can explain what children need to learn next. This consistent approach allows children to move on in their learning and acquire new skills. n Staff and leaders support children with special educational needs and/or

p.2

need to do better?

18 November 2022 disabilities effectively, and parents are positive about the support their children receive. Parents also speak positively about the support their child receives during the holidays. For example, staff provide resources to support children's learning at home. n At snack time, children have healthy snacks and are encouraged to talk about the texture of fruits. For example, children discuss what a pineapple smells like, looks like and where it is grown. This allows pre-school children to develop their exploration skills and learn more about the world. However, staff could do more to develop children's understanding of which foods are healthy and unhealthy, such as when they are eating their packed lunches and during group activities. n Pre-school children enjoy developing their fine motor and creative skills in the play dough. They pretend to make pizzas, rolling and cutting out the 'dough'

p.2

need to do better?

ready for the oven. n Songs are used throughout the sessions to encourage early language development and to improve children's own personal care at the same time. For example, children join in with the 'washing hands song'. n Children are beginning to learn about a wide range of cultures and religions. They recently explored the 'Kindness Festival' in conjunction with 'Anti-Bullying Week', supporting their understanding of how they can be kind and accepting towards others. This helps to support children with their social and emotional development and relationships with others. n Leadership is a key strength, and the pre-school is well managed. Staff talk about everyone wanting the 'best for every child'. Staff have opportunities to further their professional development through peer-on-peer observations, external courses and in-house training. Supervision sessions are effective and support staff well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff know the signs and indicators of abuse and are confident to talk about how they would report any concerns. Staff have knowledge of the 'Prevent' duty and can explain the correct procedures to follow if they had concerns about radicalisation. All staff have an up-to-date knowledge about who the designated safeguarding lead (DSL) is and know what actions to take if they did not think the DSL had followed safeguarding procedures. All staff have up-to-date safeguarding training, and children are kept safe from harm.

p.3

should:

n consider ways to further promote healthy eating, and build on children's knowledge of healthy and unhealthy foods.

p.3

Setting details

Unique reference number EY465252 Local authority Kirklees Inspection number 10236228 Type of provision Childcare on non-domestic premises

p.4

Registers

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

p.4

inspection

Total number of places 42 Number of children on roll 70 Name of registered person Thornhill Community Pre-School

p.4

reference number

Telephone number 01924437342 Date of previous inspection 15 March 2017

p.4

Information about this early years setting

Thornhill Community Pre-School registered in 2012. The pre-school employs 10 members of staff, 9 of whom hold appropriate childcare qualifications from level 2 to level 5. The pre-school opens from Monday to Friday, term time only. Sessions are from 8am until 4pm. The pre-school provides funded early years education for two-, three- and four-year-old children.

p.4

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 held discussions with all staff throughout the day about professional development, safeguarding and the children. n The inspector selected children and tracked their experiences, focusing on their starting points and their next steps. n The inspector spent time observing staff and children in the pre-school. n The inspector held safeguarding discussions with a selection of staff, including the DSL. n The inspector checked relevant staff certificates and training. n The inspector led the feedback discussion with the manager and the deputy manager.

p.5

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.5

Inspection activities

18 November 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6