Phase Five Pre School @ Abbotswood

Inspection of Phase Five Pre School @ Abbotswood St Nicholas Family Centre, Chargrove, Yate, Bristol BS37 4LG

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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 are calm and settled upon arrival at this setting. They independently place their belongings safely away. Staff provide a warm and friendly welcome. Children are offered a wide range of interesting activities to freely explore. At times, children sit together to participate in adult-led activities. For example, during self- registration, children place their individual handprint and picture on the board. Other times, children make independent choices with engagement from staff. For example, children use a large box of materials ranging in colour and size to wrap themselves up with support from staff. Children smile happily and excitedly show off their outfits, saying, 'I got Elsa.'

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The provision is good

Children show good levels of curiosity, engagement and a positive attitude to learning. They have opportunities to be physically active and learn outdoors. Children negotiate space, playing on balance bikes and building on their skills and coordination. Children listen to staff, focusing their attention. For example, they find ice in a large tyre and staff move the ice to trays for the children to explore. Children touch the ice and make a face, saying, 'It's cold.' Staff discuss that the heat from their hands causes the ice to melt. Staff promote a positive learning environment.

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need to do better?

n There is a clear, ambitious curriculum promoting learning through children's interests. Children make good progress from their starting points, which are provided by parents. Parents share information about what children know, like and can do. Staff have a clear knowledge of each individual next steps of learning and how to incorporate this into children's play. For example, play dough making is provided to build on children's relationships with others. Staff encourage turn taking and sharing. Focused activities meet the individual needs of the children, promoting an inclusive approach. n Children show high levels of independence. Staff support children to complete tasks, for example getting changed into their outdoor shoes before transitioning to the garden. Staff encourage children to wash their hands before mealtimes. Children self-serve, lining up to find their drinks bottles and lunch boxes. Staff

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need to do better?

engage with children at mealtimes, encouraging healthy choices. n Managers recognise the impact of the COVID-19 pandemic. Staff use their professional knowledge to help children move forward in their language development, physical and social skills. For example, staff have visual aids attached to lanyards to support transitions. They consistently use signing alongside speech. n Staff clearly identify children with special educational needs and/or disabilities (SEND). They liaise with parents, professionals and the local authority to support

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need to do better?

8 December 2022 children with SEND, ensuring the best possible outcomes. n Staff are positive role models. They encourage children to remember rules in place for indoor play, for example using 'walking feet'. Staff offer a visual timer aid to support younger children with turn taking and sharing toys. However, on occasion, staff are less confident to deal with behaviour and conflict. n Parents speak highly of the setting. They express that the communication is good and they feel well informed and supported. Parents value the choice to enter the setting at drop-off and pick-up times. Staff regularly update parents about their children's learning. Parents are invited in to meet with their child's key person to discuss their child's overall progress. Parents are actively involved, regularly sharing interests in the home. They comment that, 'We love it here,' and that it is 'very friendly' and they 'can't fault it'.

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need to do better?

n Staff morale is good. The management team supports further development, providing group and individual training opportunities. Managers hold daily meetings to share plans, daily activities and new ideas. Staff speak highly of open communication and feeling valued. Regular supervision meetings and peer- on-peer observations further provide opportunities for individual growth. Although the nursery leaders are new to their roles, they have a clear vision. They are reflective and understand how children learn and develop, providing positive role models.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team and staff members have good knowledge and understanding of how to safeguard children in their care. Staff refresh their knowledge through training. They understand the procedure to follow if they are worried about the children. Staff are confident in the actions to take if there is an allegation about a member of staff, management or member of the committee. The manager has appropriate procedures in place to ensure existing and new members of staff are suitable for their roles.

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should:

n develop further staff knowledge of behaviour management, so they use a more consistent approach to supporting children's understanding of positive behaviour.

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Setting details

Unique reference number EY466398 Local authority South Gloucestershire Inspection number 10236246 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 37 Name of registered person Phase 5 Pre School Playgroup Committee

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reference number

Telephone number 01454311459 Date of previous inspection 16 January 2017

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Information about this early years setting

Phase Five Pre School @ Abbotswood registered in 2013 and operates from designated rooms within St Nicholas Family Centre in Yate, Bristol. The pre-school opens Monday to Friday, from 9am to 3.30pm, term time only. The pre-school receives funding for the provision of free early education to children aged two, three and four years. The pre-school employs six staff, five of whom hold appropriate early years qualifications from level 3 to level 5.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting 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 the setting's special educational needs coordinator about how they support children with SEND. n The inspector spoke with parents and considered their views. n The inspector reviewed a sample of documentation during the inspection, including suitability checks and first-aid certificates. n The inspector observed the quality of teaching and evaluated the impact it has on children's learning. n The inspector carried out a joint observation with the manager. n The inspector talked to the staff and children and took their views into account.

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Inspection activities

n The inspector spoke with the management of the setting about leadership and management.

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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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