Ewelme Village Preschool

Inspection of Ewelme Village Preschool The Street, Ewelme, WALLINGFORD, Oxfordshire OX10 6HQ

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 Requires improvement

p.1

The provision is good

Children enjoy their time at the pre-school. They explore toys and resources, happily knowing that their key person is close to hand to support them if necessary. Children welcome visitors and include them in routines, such as snack time, where they demonstrate their understanding about what makes a healthy snack.

p.2

The provision is good

Children benefit from daily opportunities for fresh air and exercise. For example, they go on frequent walks in the local area to observe changes in the seasons. They develop their coordination and balance as they play on large-scale equipment indoors. Children are eager to play outdoors. They show good independence in relation to their age as they put their coats on and keep trying in order to zip them up.

p.2

The provision is good

Children benefit from consistently high expectations from staff. They know that they need to use their 'listening ears' and 'eyes for sight' as they enthusiastically sit for group times with their friends. Children demonstrate good listening and attention. They delight in acting out the plot from 'We're Going on a Bear Hunt', showing the different ways to move in the long grass.

p.2

need to do better?

n Since the last inspection, the manager has led significant improvements to the quality of the curriculum. All staff can explain the overall aims for the seven areas of learning and how they plan activities to meet children's next steps. Staff confidently talk about the intent for learning for activities that they prepare. n Staff consider the needs of the youngest children at the planning stage well. For example, they know the intention of activities and consider how to adapt the equipment to make them accessible for all. They tailor their interactions to the age and stage of the children effectively, to help them achieve their targets. n Staff capture teachable opportunities that arise to develop children's literacy skills. However, on occasion, there are inconsistencies in their own subject knowledge in relation to literacy. This means that the content they teach is sometimes inaccurate. n Staff help children to learn about their feelings and emotions. For instance,

p.2

need to do better?

children learn to talk about facial expressions and feelings, such as 'happy', 'sad', 'angry' or 'funny'. Staff offer sensitive support to children who are adjusting to pre-school. For example, they use visual prompts to help children know what is coming now and next. This helps them to feel safe and secure. n Staff recognise when children need support to develop their social circle. However, a small number of children play with those most familiar to them, and staff do not fully recognise how they can deploy themselves to further promote

p.2

need to do better?

5 December 2022 their social skills. n Staff help children to learn how to keep themselves healthy. During their play, children talk about an impressive range of fruits and vegetables, such as 'apricots, 'turnips' and 'broccoli'. They recall their prior knowledge, confidently talking about why these foods are healthy and about the importance of toothbrushing. n Staff actively challenge stereotypes in their interactions with children. For instance, they encourage children to take on different roles in their imaginary play. They give children choices, which enable them to be unique. They help children to recognise that they can all have their own view or opinion while following the pre-school value of 'We are all friends together.' n The committee members are actively involved in the leadership and management of the pre-school. They support the manager in her role and review her performance. They have plans in place to help the pre-school

p.2

need to do better?

improve further, such as in relation to supporting staff well-being and introducing even more ways of working with parents. n Support for staff is meaningful and robust. New staff report that they had a successful induction. This helped them to become familiar with the routines and policies of the pre-school. For instance, they benefitted from shadowing a key person before taking on the key-person role themselves. This helped them to do this confidently. Managers also supervise the performance of staff regularly and thoroughly. This is helping the whole team to raise the quality of education. n Staff support children with special educational needs and/or disabilities well. For example, they help parents access guidance from professionals, such as the health visitor. Staff build positive relationships with other settings children transfer to. This helps to promote continuity in children's development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a secure understanding of how to keep children safe. For instance, they complete risk assessments of the spaces used each day and before outings to identify and minimise any hazards. The manager ensures that staff keep their safeguarding knowledge up to date. For example, staff complete regular training, and the manager checks their knowledge through questioning. Staff are able to talk about signs and symptoms of abuse. They know how to refer any potential concerns about children's welfare. The new committee chair has a secure understanding of the need to ensure that suitability checks are conducted for all new committee members before they become involved in the leadership and management of the pre-school.

p.3

should:

5 December 2022 n strengthen staff subject knowledge and help to promote children's literacy skills more effectively in preparation for starting school n review staff deployment, particularly outdoors, and strengthen opportunities to help children develop their social interactions with others.

p.3

Setting details

Unique reference number 134493 Local authority Oxfordshire Inspection number 10225736 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 24 Number of children on roll 17 Name of registered person Ewelme Village Pre-School Committee

p.5

reference number

Telephone number 01491 835413 Date of previous inspection 26 January 2022

p.5

Information about this early years setting

Ewelme Village Preschool is a committee run provision that registered in 1970. It operates from the village hall in Ewelme, near Benson, Oxfordshire. It operates during term time only and is open Monday to Thursdays, from 9.15am until 2.45pm, and Fridays, from 9.15am until 12.15pm. There are three members of staff who work with the children, each of whom hold a recognised childcare qualification.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager, inspector and committee chair talked about improvements that have been made since the last inspection. n The deputy manager talked to the inspector about the curriculum and how it is implemented. n The inspector and manager completed a joint observation of an activity and evaluated the effectiveness of staff interactions with children. n Children and parents spoke to the inspector, and their views were considered.

p.6

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.6

Inspection activities

5 December 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7