Cross Hayes Pre School

Inspection of Cross Hayes Pre School 1 The Bungalows, Bremilham Road, Malmesbury SN16 0DQ

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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 Not applicable

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The provision is good

Children have fun and enjoy their time in this welcoming pre-school. They arrive eager to explore the stimulating activities and resources on offer. Children demonstrate they feel safe and secure. The friendly and caring staff team skilfully support less confident children to settle on arrival and engage in play. Staff successfully help children to play together cooperatively, for example, when children take turns using sticks to scoop mud from bowls in the mud kitchen to 'feed' toy people.

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The provision is good

The manager and staff get to know all children extremely well and have high aspirations for them. They implement a broad curriculum that motivates children to learn. Staff provide children with interesting provocations, such as fake 'monster fur', to ignite their curiosity. Consequently, children become deeply absorbed in their imaginative play as monsters. Older children recognise written numerals and recall that a one and a zero also makes a 10. They learn to make simple calculations and persevere to complete shape puzzles.

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The provision is good

The special educational needs coordinator is proactive in observing children to identify any delays in their development. She implements individual support plans and works with parents and other professionals as needed, to help close gaps in children's learning. As a result, all children, including funded children, those with special educational needs and/or disabilities, and those who speak English as an additional language, make good progress.

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need to do better?

n The manager and staff report that they are well supported by the management committee. The manager evaluates staff practice accurately. She observes them to identify strengths and target areas for development. She supports staff to undertake training to extend their knowledge and skills further and uses additional funding appropriately to support children. The manager is proactive to make changes to meet the requirements. For example, she has recently introduced new accident forms to ensure records are sufficiently detailed. She now ensures mandatory information about parents is recorded, including parental responsibility. n The programme for communication and language is strong. Staff talk to children constantly. They introduce new vocabulary and ask children effective questions to encourage them to think and respond. Children thoroughly enjoy joining in with songs and rhymes, such as when they pretend to be bus drivers, taking

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need to do better?

turns to hold the steering wheel. Children recall songs they have learned and are often heard singing independently as they play. Overall, staff successfully spark children's interests in books and stories. Children snuggle up to staff on the sofa

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need to do better?

22 November 2022 to listen to stories, although, sometimes, not all children focus fully during daily whole-group story time, which occasionally distracts others. Nevertheless, children explore books independently, sit and 'read' stories to each other, and re-enact stories in their play. n Children gain good physical skills. They climb, move over and under equipment, and balance on planks. They enjoy using toy diggers to scoop leaves into wheelbarrows and negotiate obstacles well when they enthusiastically push the wheelbarrows around the garden. Staff provide children with plenty of opportunities to practise their mark-making skills, indoors and outdoors. Children concentrate as they experiment with water colours and paint using fine brushes. They describe what they are doing and show pride as they tell adults about their artwork. n Children are confident to pour their own drinks, serve themselves food and clear

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need to do better?

away their plates after eating. Staff encourage children to put on their wellington boots and all-weather suits before they go outside to play, to extend their independence skills in readiness for school. However, at times, children have to wait too long during daily routines, which does not make the most of their play and learning time. n Staff use a range of effective strategies to support children's positive behaviour and to help them understand their emotions. Children learn to respect resources and staff encourage them to help protect the environment. For example, as children tidy up, staff remind them to scrunch up wastepaper, so that it can be recycled. Staff help all children to form friendships and children wave and call out 'bye friends' as they leave to go home. n Parents speak highly of the staff and the pre-school. They feel involved in their children's learning. Staff welcome parents into the pre-school and they share a

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need to do better?

two-way flow of information sharing about children at drop off and collection. Staff work with parents effectively to toilet train children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the signs and symptoms that may indicate a child is at risk of harm. They are confident in the correct procedures to follow if they are worried about a child's welfare or a colleague. The designated safeguarding lead works together with other professionals, as appropriate, to promote children's welfare. The manager understands safer recruitment processes to help ensure staff suitability to work with children. The manager constantly risk assesses the environment to minimise hazards. Staff teach children how to keep themselves safe, for example reminding them to walk carefully on the wet mud and leaves, so that they do not slip over.

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should:

22 November 2022 n review the organisation of daily routines to make the best use of children's time, to support and extend their learning even further.

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Setting details

Unique reference number 2704570 Local authority Wiltshire Inspection number 10261969 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 27 Number of children on roll 39 Name of registered person Crosshayes Pre-School Committee

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reference number

Telephone number 01666823736 Date of previous inspection Not applicable

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Information about this early years setting

The provider re-registered in new premises in September 2022 and the setting is run by a management committee. The pre-school operates each weekday from 9.15am to 2.45pm during school term times only. The pre-school employs eight staff. The manager holds an appropriate early years qualification at level 3, four other staff hold appropriate early years qualifications, one at level 7, one at level 5 and two at level 3. The pre-school receives funding for the provision of free early years education for children aged two, three and four years.

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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 joined the inspector on a learning walk and talked to the inspector about the curriculum and what they wanted children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The manager and the inspector carried out a joint observation of two activities. n The inspector talked to staff and children at appropriate times during the inspection. She spoke with parents and took account of their views. n The inspector looked at relevant documentation.

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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

22 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.

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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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