Hartest Pre-School

Inspection of Hartest Pre-School The Row, Hartest, BURY ST. EDMUNDS, Suffolk IP29 4DL

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 thrive in this welcoming and nurturing environment. They develop strong bonds with the staff, who greet them with cuddles and smiles as they arrive. Children are eager to explore and investigate their surroundings. They watch with fascination as the 'moon' dough changes texture in their hands. Younger children squeal as they squeeze it through their fingers. They tell staff, 'it feels soft'. You can hear a buzz of excitement as children play alongside each other. They laugh and giggle as they paint the fence with water using different-sized rollers and paintbrushes.

p.2

The provision is good

Children learn from a broad curriculum that reflects their interests and builds upon what they know and can do. For example, children line up guttering and milk crates to make a bridge in the garden. They call out, 'be careful of the water', as they walk along the bridge. Staff support children to problem solve as they assemble soft bricks together. Children tell staff, 'we need a drill to fix them together'.

p.2

The provision is good

Children behave well. They develop friendships with their peers and enjoy each other's company. For example, they call out for their friends to chase them in the garden. Older children invite younger children into their play. Staff encourage children to use good manners throughout the day. As a result, children say 'please' and 'thank you' spontaneously.

p.2

need to do better?

n The special educational needs coordinator (SENCo) is effective in her role. Her support for children with special educational needs and/or disabilities (SEND) is a strength of the pre-school. The SENCo takes prompt action to address identified gaps in children's learning. She works very effectively with parents and external professionals. She uses her good knowledge of local referral procedures to access appropriate support for children. As a result, children make the best possible progress in their learning. n Children are enthusiastic and active learners. They have lots of opportunities to play, indoors and outdoors. They learn about nature when exploring the garden, such as when they notice a spider's web. Children eagerly discuss with each other that spiders spin webs to catch flies and eat them. They use magnifying glasses to look for slugs and insects and excitedly tell visitors that slugs leave

p.2

need to do better?

'slime'. Staff encourage children to compare similarities between a spider and a fly. Children state that spiders do not have wings, so they cannot fly. n Staff place a strong emphasis on developing children's speech and language skills. They provide a language-rich environment. Staff take every opportunity to chat to children. They narrate children's play and introduce new words to widen

p.2

need to do better?

30 November 2022 their growing vocabulary, such as 'excavator' and 'mould'. n Staff help children to develop their early mathematical skills. Children regularly use mathematical language in their play. For example, they count from one to 10, and beyond, as they count the plates and cups for snack. They talk about 'more' or 'less' when pouring their drinks. However, staff are not consistent in challenging children's mathematical learning to help them make the best possible progress. n Staff promote children's early literacy skills, and children develop a love of books. Staff read stories with enthusiasm. They ask questions about the story to encourage the children to use their thinking skills. Children happily sit and share books with their friends. They proudly choose a book to take home from the lending library. n Children develop very strong independence and self-help skills. Staff provide opportunities for them to prepare healthy snacks. Children pour their drinks and

p.2

need to do better?

use knives and forks at lunchtime. Staff consistently praise children for their efforts and achievements. This promotes children's motivation, positive self- esteem and confidence in their abilities. n Partnerships with parents are good. Parents speak highly about the quality of care and education their children receive. They comment on how happy their children are. Parents state they get regular feedback about their children's development and what they will be learning next. Parents describe staff as 'amazing'. n The manager is passionate about providing high-quality care and education. She successfully leads a very dedicated staff team, who consistently state that they feel valued and well supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have good safeguarding knowledge. They are aware of the signs and symptoms of abuse and potential risks to children. Staff are confident in the steps they would take if they were concerned about a child. The manager has robust safeguarding procedures in place. Staff understand their responsibility to protect children from harm and are aware of wider safeguarding concerns, including 'Prevent' duty and female genital mutilation. The manager and staff know the correct procedures to follow if they are concerned about the suitability of a colleague.

p.3

should:

n support staff to be consistent with challenging children in mathematics so they make the best possible progress.

p.3

Setting details

Unique reference number EY362565 Local authority Suffolk Inspection number 10263102 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 24 Number of children on roll 25 Name of registered person Hartest Pre-School Group Committee

p.4

reference number

Telephone number 01284 830860 Date of previous inspection 20 April 2017

p.4

Information about this early years setting

Hartest Pre-School registered in 2007. It is managed by a voluntary committee. The pre-school employs four members of childcare staff. Of these, three hold an appropriate early years qualification at level 3 and above. The pre-school opens from 8.30am until 3.30pm, Monday to Friday, during school term time. The pre- school provides funded early 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 pre-school. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a group activity with the

p.5

Inspection activities

manager. n Parents shared their views of the pre-school with the inspector. n The provider showed the inspector documentation to demonstrate the suitability of staff.

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

30 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