Thames Pre-School

Inspection of Thames Pre-School Bath Road, Cricklade, Swindon, Wiltshire SN6 6AX

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 are happy and clearly enjoy attending the pre-school. Staff prioritise children's well-being. They know children extremely well and build positive relationships with families. The key-person system is effective, and this helps children to settle quickly. Staff encourage children to express their feelings and emotions. For example, they use stones with various emotions on, which help children to discuss how they feel.

p.2

The provision is good

Staff have high expectations of all children. They provide stimulating and nurturing environments, both indoors and outdoors. Children enjoy exploring their surroundings and following their own lead. For example, children use their imaginations and turn a cardboard box into a puppet theatre. They play cooperatively with their friends and are highly engaged in their play.

p.2

The provision is good

Children take part in regular forest school sessions in the garden. Staff encourage children to respect the natural world around them. Children clearly feel safe as they learn to carefully manage risks for themselves. For example, they are aware of how high they can climb trees and know staff are there to support them if needed. Children develop great independence and resilience. Young children show pride by taking their own wellies and outdoor clothing on and off.

p.2

need to do better?

n The manager has an ambitious vision for the pre-school. She involves staff in creating a personalised curriculum. This reflects the needs of children and the local community. n Staff accurately assess children so that they set appropriate next steps for them. They plan activities that challenge children and build on what they already know and can do. Consequently, all children make good progress from their starting points. n Children with special educational needs and/or disabilities receive additional support with their learning and development. The special educational needs coordinator is knowledgeable and understands her role well. She works closely with staff and other professionals to ensure children get the right help, at the right time. For example, children participate in a range of small-group activities that support their additional needs. n Staff skilfully support children's communication and language development. They

p.2

need to do better?

provide plenty of opportunities for children to sing nursery rhymes, both in children's play and as a whole group. Staff use basic signing to support children's early language skills. They provide lots of narration during play so that children can hear a range of language and vocabulary. n Children are inquisitive and enjoy exploring a range of materials. Staff ask

p.2

need to do better?

9 December 2022 children questions to encourage their critical thinking. However, some staff do not allow children enough time to process questions. Therefore, some children do not respond and staff answer their own questions for them. n Staff meet children's care needs effectively. Children are familiar with routines, and this supports their self-esteem and self-confidence. Staff teach children about the importance of staying healthy and the impact this has on their bodies. n Partnerships with parents are good. Staff share information regularly about children's progress. They support parents to understand how they can further support their child's learning at home. Children enjoy selecting books from the outdoor library to share with their families. Parents are pleased with the progress their children are making. n Staff feel well supported by the manager and her deputy. The manager prioritises staff well-being and takes action to reduce staff workload. Staff

p.2

need to do better?

complete regular training to support their professional development. They reflect on what they have learned and adapt their practice accordingly. For example, they have added small steps to their environments so that younger children can freely access things, such as the easel. n The manager has a robust development plan and identifies areas for improvement. For example, she wants to strengthen the transition the pre- school has with the local school. The committee are active and supportive of the pre-school. They understand their roles and responsibilities. Collectively, staff and the committee strive to continually provide the best care to families and the local community.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff are confident with the signs to look for that may indicate a child is at risk of harm. They all know the procedures to follow if they have any concerns about children's welfare. Staff are confident with what to do if they have concerns about staff conduct and know the whistle-blowing procedures. The committee understand their roles and responsibilities for safeguarding children. The manager ensures robust risk assessments are in place to keep children safe. These are reviewed and updated regularly. The manager and committee ensure that safer recruitment and a thorough induction process are in place.

p.3

should:

n continue to strengthen partnerships with schools to further support children's transitions to the next stage in their learning n ensure staff give children enough time to process their thoughts and ideas when responding to questions they have been asked.

p.3

Setting details

Unique reference number 199398 Local authority Wiltshire Inspection number 10233562 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 30 Number of children on roll 35 Name of registered person Thames Pre-School Committee

p.4

reference number

Telephone number 01793 750635 Date of previous inspection 1 March 2017

p.4

Information about this early years setting

Thames Pre-School registered in 2002 and is located in the grounds of St Sampson's Primary School, Cricklade, Swindon. The pre-school operates during school term time only. Sessions are Monday to Friday from 8:55am to 2:55pm. The pre-school employs seven members of staff. Of those, six members of staff hold appropriate early years qualifications at level 2 or above. The pre-school receives funding for the provision of free early education for children aged two, three and four years.

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 her evaluation of the provider. n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an adult-led activity with the manager. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke to several members of the committee during the inspection and took account of their views. n The inspector spoke to several parents during the inspection and took their

p.5

Inspection activities

opinions into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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

9 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.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