Poplars Preschool

Inspection of Poplars Preschool Water Leys Primary School, Guilford Drive, Wigston, Leicestershire LE18 1HG

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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

Children have close bonds with the caring staff and they settle quickly. Children are happy and focused on the activities offered. They laugh together as they feel ice, and learn about what happens if they put water on it. They use words they have learned, such as 'penguins', 'Iceland', 'earmuffs', and 'melt'.

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The provision is good

Children progress well. For example, they show how to spell their name in the air with their fingers, and name the letters as they do this. Children enjoy familiar stories, such as 'Stick Man'. They list books they have read by the book's author. Children learn mathematical language. They count and say, 'one more', as they put coloured pegs into holes to make a pattern.

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The provision is good

Children know the expectations for before they eat. They roll up their own sleeves before washing their hands, as staff say, 'let's wash the germs away'. Children take their plates to the dishwasher when they have finished. This teaches children to become self-sufficient. Children enjoy physical play outside, such as kicking a ball. They join in drawing a Christmas tree with chalks on the ground. They watch and wave through the fence to the school children in the playground next door.

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need to do better?

n Children delight in listening to stories. For example, younger children listen to the tale of the three little pigs. Staff use words such as 'huff', 'puff', and 'blow the house down', as children join in with actions. Older children listen to the story 'Sam's Snowflake'. The children engage in back-and-forth interactions with the enthusiastic staff. This helps to encourage a love of reading and sharing books. n Staff provide children with lots of opportunities to take appropriate risks and tackle challenges. For example, the enthusiastic staff encourage children to balance on the beams. Children proudly say, 'I can do it'. Staff encourage less confident children to have a go. This helps to promote children's confidence and physical health. n Children have healthy snacks, such as apple, orange and carrots. They sit at the table in small groups to eat together. Leaders encourage parents to provide healthy lunch box contents.

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need to do better?

n Staff do not have efficient routines for serving food and drink to the younger children at snack time. Younger children sit and wait at tables for too long for staff to pour their drinks and serve the fruit on to their plate. Some children become restless and disinterested, and want to leave the table before they get their snack. n Staff work closely with parents to support and extend learning at home. For example, staff send home key words from the book 'Brown Bear'. Staff provide

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need to do better?

14 December 2022 children in receipt of extra funding with books to take home. Staff have frequent meetings with parents and offer online information to them. This means that children's learning at nursery may be complemented at home. n Leaders focus on improving staff's knowledge of managing children's behaviour. Children, overall, know staff's expectations for their behaviour. For example, staff encourage younger children to use 'good looking' at story time. Pre-school children know to hang their coats up when coming from outside. However, towards the end of sessions, the activities offered to children in the toddler room are sometimes not engaging for them. The children wander and run around the room. Staff do not consistently support children's curiosity, so at times they become disinterested. n Following the COVID-19 pandemic, leaders are focusing on children's speech and language as a priority. This is a strength of the setting. For example,

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need to do better?

children spend time one-to-one with an adult. They play 'What's in the pot?' and learn to say words, such as mouse, rat and rainbow. Staff encourage children to use sign language for words, such as milk and water. Staff speak clearly and provide lots of communication and language. This means that children make good progress and enjoy meaningful learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a sound knowledge of safeguarding. They know the signs of abuse to look out for and their responsibilities in keeping children safe. They attend regular training to keep their safeguarding knowledge up to date. Staff demonstrate a good understanding of the signs and symptoms that indicate a child may be at risk of harm. They are confident in recording and reporting any concerns to the relevant professionals. Staff have a sound knowledge of the 'Prevent' duty and county lines. The site is secure, and there are clear visitor procedures. Staff check the environment regularly to ensure it is a safe place for children to play. Children are always supervised.

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should:

n review and improve the snack time routines for younger children, so that they do not be distracted and restless while they wait for their food and drink n plan and differentiate the curriculum more sharply so that the environment and activities take greater account of, and provide support for the individual learning needs and interests of the younger children.

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Setting details

Unique reference number EY340388 Local authority Leicestershire Inspection number 10233701 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 75 Number of children on roll 127 Name of registered person Poplars Group Committee

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reference number

Telephone number 0116 257 3729 Date of previous inspection 9 March 2017

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Information about this early years setting

Poplars Preschool registered in 1974. The pre-school employs 17 members of staff. Of these, 11 hold appropriate early years qualifications at level 3, and three at level 4. The pre-school opens from Monday to Friday, for 52 weeks of the year. Sessions are from 7.30am until 5.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the pre-school 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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The managers joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to 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 inspector spoke with the managers about the leadership and management of the setting. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children.

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Inspection activities

n The inspector carried out a joint observation of a communication and language activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

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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

14 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.

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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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