Sticky Fish Pre-School

Inspection of Sticky Fish Pre-School Fishponds Baptist Church, Downend Road, Fishponds, BRISTOL BS16 5AS

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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

Staff are caring and provide a nurturing and welcoming environment at the pre- school. Children receive lots of sensitive and thoughtful support to help them settle. They form strong and beneficial relationships with their key persons, and this helps to foster their confidence and well-being effectively. Staff are kind and patient. They provide consistent explanations when children struggle to understand expectations. Children learn to take turns, play cooperatively, and begin to manage their emotions.

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The provision is good

The thoughtfully set up environment motivates children to explore and develop their skills. Children are busy and active in their exploration. They develop their physical skills well. Their confidence grows with reassurance from staff as they test out their skills. They traverse obstacle courses outside and learn to use equipment such as wheelbarrows, navigating the spaces well. They relish the many sensory opportunities available, painting, exploring sand and creating mixes in the outdoor play kitchen. Children learn about nature during sessions in the pre-school's wild garden. They develop positive attitudes to learning and make good progress, including children in receipt of additional funding.

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need to do better?

n The manager works with staff and trustees to identify ways to develop the provision. She follows safe recruitment practices and undertakes regular supervision meetings with staff. Morale is high within the long-standing team. They are dedicated to the children and families that they support. n Staff get down to the children's level, using clear speech and modelling words to ensure that children understand and develop their skills. They listen to children and value what they have to say, and ask questions to encourage thinking and conversation. They give children time to respond. Children's understanding and speech progress well, including children who speak English as an additional language. n Partnerships with parents are strong. Staff support an ongoing two-way flow of information. Their daily chats and regular newsletters, as well as entries in their online application, keep parents well informed. Parents appreciate the regular

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need to do better?

sharing of photos and information about their child's development. This helps them continue to support their child's learning at home. n Staff observe children's play. Each child's key person tracks their achievements and focuses carefully on any gaps in their development. They follow children's interests and outline suitable next steps in their learning. However, occasionally, staff do not flexibly adapt planned activities and children's involvement and learning at such times does not advance as much as possible. n Staff provide lots of opportunities for children to explore books and mark-

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need to do better?

23 November 2022 making. Older children form the initial letters of their names. Younger children use larger movements and develop their coordination well. Children enjoy stories. Staff recently introduced new storytelling sessions. Children's confidence and imagination flourish as they tell a story and later act it out with their friends. n Children develop their independence skills and sense of responsibility very well. They help tidy away toys. They change out of their boots and work hard to get their shoes on, listening carefully to the staff's well-placed tips. They take an active part in mealtimes, conscientiously washing their snack bowl and cup and putting their lunch bags back on the trolley. They are keen to do things for themselves and are proud of their achievements. n Each child's key person has discussions with parents when children start, to gain knowledge of the children's needs and interests. However, they do not obtain

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need to do better?

information from the other settings children move from, to gain a full picture of children's needs across all aspects of their lives. Additionally, they do not share information with other providers when children move on to other settings, to help provide a consistent approach and seamless transition for children. n The manager and special educational needs co-ordinator work closely with staff to outline and implement targeted programmes of support. They ensure that all children can reach their potential, including children with special educational needs and/or disabilities. Group times inspire children's engagement with music and songs. Staff enhance this with signing to extend children's concentration.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The members of staff who are designated safeguarding leads understand their responsibilities. They monitor and support staff's knowledge and effective implementation of procedures. Staff know how to identify and report any concerns should they feel a child is at risk. In their key-person roles they work closely with outside professionals to ensure children's welfare. Staff are confident in the processes to follow if they have concerns about another member of staff. They are vigilant as children explore, offering reminders on safe practices and helping children to appreciate and learn to manage the risks they encounter.

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should:

n flexibly adapt planned activities to support children's involvement and learning as much as possible n strengthen the sharing of information with other settings that children attend to support a consistent approach across all aspects of children's lives.

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Setting details

Unique reference number EY388839 Local authority Bristol City of Inspection number 10235280 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 Sticky Fish Pre-School

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reference number

Telephone number 01179584075 Date of previous inspection 15 December 2016

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Information about this early years setting

Sticky Fish Pre-School registered in 2009 and is located in Fishponds, Bristol. It operates from 9am to 2.30pm, Monday to Friday. There are eight members of staff, of whom one is an early years teacher, six hold appropriate qualifications at level 3 and one is unqualified. The pre-school provides funded places for children aged two, three and four years.

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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 provision. n The inspector viewed all areas and discussed with the provider, who is also the manager, how these areas are used. n The early years teacher and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children and staff and spoke with them at appropriate times during the inspection. n Parents shared their views of the provision with the inspector. n The inspector reviewed relevant documentation, including suitability checks and paediatric first-aid qualifications. n The manager and deputy safeguarding leader discussed their safety and child protection procedures, and safeguarding discussions were undertaken with members of the staff team.

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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

23 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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