Burford Pre-School

Inspection of Burford Pre-School Forresters Road, TENBURY WELLS, Worcestershire WR15 8AT

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Requires improvement

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The provision is outstanding

Children thrive at this outstanding pre-school and they make excellent progress. Staff provide children with an exceptional start to their early education. This ensures that children have all the essential skills in readiness for school.

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The provision is outstanding

Children are highly motivated, independent learners who engage in purposeful play consistently. Staff expertly help them to extend their knowledge and skills. Children use their knowledge and apply it to new situations. For example, they talk about the shapes that have formed when sheets of ice break up. They are inventive and stand the ice pieces up to make small structures

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The provision is outstanding

Staff lead by example and help children learn to respect others. Children form exceptionally close bonds with staff and develop strong social skills. Children's behaviour is exemplary and they look out for each other. For example, they hold out their hands to help friends to travel across a challenging balance beam. They offer to help staff and friends with tidying up, and fetch a broom so they can contribute. Children tell staff that they are working as a team.

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The provision is outstanding

Children learn about making healthy choices. They talk about how they clean their teeth after they have eaten the chocolate from their advent calendars. They are aware of their body needs and reflect on this with staff. For example, they tell staff that they have not been sleeping well and feel tired.

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need to do better?

n The new manager, who is also the provider, has initiated significant changes to the curriculum and the teaching approach to rapidly improve the education experiences for the children. She has empowered staff and provided them with excellent support to improve their teaching. Staff receive coaching and training that is precisely tailored to their needs. This ensures that staff have the knowledge and skills needed to fulfil their roles and responsibilities. n The manager's curriculum is highly ambitious and specifically tailored to the learning needs of the children who attend the setting. Staff have a comprehensive understanding of the children's learning needs. Children with special educational needs and/or disabilities (SEND) benefit from outstanding one-to-one support and personalised learning plans. Staff work alongside parents, other settings where children attend and health professionals to monitor progress and implement outstanding education programmes.

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need to do better?

n The manager and staff have an excellent understanding of child development. They use this knowledge to analyse their observations of children's play and identify how they can help them to build on what they already know and can do. For example, they monitor children's progress in their communication and

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need to do better?

8 December 2022 language meticulously, and implement targeted support. Children engage fully during small-group focused language sessions. They listen carefully and follow instructions to help them to complete a task, such as placing a specific decoration on a Christmas tree. n As a result of the staff's excellent teaching and focus on communication skills, children's language development is accelerating. Children who speak English as an additional language rapidly gain the confidence and knowledge to communicate with friends, and staff. Children use their expanding vocabulary to express themselves articulately. For example, they concentrate deeply as they use magnifying glasses to investigate the patterns in ice, and talk about what they see using descriptive language. They use language to question and reason, such as how 'Santa's sleigh' can travel so fast. n The manager and staff prioritise children's emotional security. Staff fully support

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need to do better?

children to be emotionally ready to learn. They thoroughly consider the needs of each child and adapt their arrangements to meet children's individual needs. The manager fully supports families to help them to overcome any barriers to ensure that children can access their entitlement to early education. n Staff skilfully thread opportunities into children's play for them to extend and use their mathematical knowledge. Children independently use numbers to count the steps they have made to cross a beam, and then count to time themselves. They learn about the order of numbers, including one less. For example, they watch, mesmerised, as the advent candle wax burns down to show that they are one day closer to Christmas. n Staff understand and value the various cultural backgrounds of the children. They make it a priority to understand about children's homelives so they can build this into their planning to meet the diverse needs of the children who

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need to do better?

attend the pre-school. n The parent partnership working is exceptionally strong. Parents praise the recent changes and the positive impact this has had for their children. Staff provide parents with a wealth of guidance to support children's continued learning at home. For example, children take home small glasses so they can practise drinking from unlidded cups at home. They eagerly use the lending library so they can share books with their families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a very secure knowledge of safeguarding children and child protection. They understand the procedures to follow if they are concerned about a child in their care or an adult working with them. Staff are fully aware of the wide range of indicators of abuse, including the 'Prevent' duty and local safeguarding concerns. The manager and staff get to know the families very well and are fully aware of their individual needs, and changing circumstances. The manager ensures that all staff fully understand their responsibilities to keep children safe. A culture of implementing detailed risk assessments ensures that children play in a safe and secure environment.

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Setting details

Unique reference number EY452271 Local authority Shropshire Inspection number 10225712 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 20 Number of children on roll 30 Name of registered person Burford Pre-School C.I.C

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reference number

Telephone number 01584819495 Date of previous inspection 20 January 2022

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Information about this early years setting

Burford Pre-School operates in the grounds of Burford C of E School in the South Shropshire village of Burford. The pre-school re-registered as a community interest company in 2012. The pre-school employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one at level 2. The manager holds an early years qualification at level 6. The pre-school opens Monday to Friday during school term time only. Sessions are from 8.30am to 3.30pm. The pre-school provides funded early education for two, three- and four- year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the pre-school, and has taken that into account in their evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 spoke with the manager about the leadership and management of the setting. 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.

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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

8 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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