Hillside Pre-School

Inspection of Hillside Pre-School Air Balloon Hill Infant School, Hillside Road, Bristol, Avon BS5 7PB

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 warmly welcomed by a friendly, nurturing, and long-established staff team. They enter with eagerness and confidence into an organised, inviting setting. Children enjoy freely exploring the environment and the activities provided by staff. Children excitedly greet their friends as they begin to play, mixing paint, building with construction blocks, and creating dinosaurs with different features from the play dough. Children have strong bonds with staff and enjoy engaging and initiating conversations with them as they explore and discuss storybooks. Staff know every child very well and are highly attentive to their needs. They praise children's efforts and celebrate their good behaviour. Children who are new to the setting receive good support. Staff help them with building friendships and understanding daily routines.

p.2

The provision is good

Children thoroughly enjoy playing in the well-resourced outdoor learning environment each day. Staff play alongside the children, promoting good manners and praising them when they share. They model new language and help develop children's physical development and control. For example, staff play a throwing and catching game with children and speak with them about body positioning. Staff also use this opportunity to use mathematical vocabulary, such as 'short' and 'long', 'bigger' and 'smaller'.

p.2

need to do better?

n Staff carefully plan and deliver activities that build on children's prior knowledge and skills. They regularly assess children's progress to identify and address any gaps in learning and to ensure that children make good progress in all areas of learning and development. n Staff encourage children to explore their emotions as they play with toys where characters can be used to depict different feelings. Staff skilfully use this activity to talk about children's families, and children speak excitedly as they describe members of their household. n Staff spend quality time engaging with children. Children thoroughly enjoy mixing paint and gasp with delight when they rub their painted hands together to make a new colour. n Partnerships with parents are strong. Staff make sure that parents are well informed about their children's learning and progress. Parents speak of how quick the staff are to identify gaps in learning and extra support that may be

p.2

need to do better?

beneficial, such as speech and language. Parents feel that staff support them in the correct referral process to get prompt support for their children. n Overall, staff support children's early language development well. They engage children in conversations during play and ask a good range of questions to promote their thinking. Staff introduce new language when they talk with

p.2

need to do better?

6 February 2023 children, read stories, and sit with the children at snack time. They introduce the children to songs where new words are linked with actions. For example, the children thoroughly enjoy taking part in a movement song where they must clap, swing, stretch and bend. However, for children who speak English as an additional language, opportunities to celebrate their home languages are not planned effectively. n Children are supported to develop their skills in preparation for their move to the next stage of their learning journey. However, on occasion, staff do not maximise opportunities for independence and for children to make choices in their own learning. For example, staff provide resources for the children to play with rather than letting them self-select. n Leaders support staff well to attend training that has a direct impact on children's learning. This has improved how staff support children with special

p.2

need to do better?

educational needs and/or disabilities. For example, recent training has helped staff to develop their knowledge of how to tailor interactions to meet the specific needs of children. n Children spend time taking part in events that help to broaden their experiences. They enjoy visiting the local allotments, where they can see the compost they make at pre-school, with their fruit and vegetable waste being used to help to grow produce. n Children make good progress in their mathematical and literacy development. Pre-school children write their names on their paintings with support. Children refer to numerals displayed in the environment while they play. For example, in the home corner, children enjoy counting the tins of food and matching the amount to the correct numeral. n Staff provide challenge for children and support their developing abilities to solve problems. They introduce new learning and use questioning effectively to further

p.3

need to do better?

their understanding. For example, staff challenge children to construct their own gardens using Lego bricks. When children find joining the smaller pieces tricky, staff support them by saying, 'I can hold the board and you push the brick in place'. Children beam with pride at their achievement.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a good understanding of their role and responsibilities to keep children safe. They are familiar with the signs and symptoms that may indicate that a child may be more vulnerable to abuse or neglect. Staff receive regular training and are clear about the importance of making prompt referrals should they have any concerns about a child. The premises are secure, and staff carry out effective risk assessments, indoors and outdoors, to minimise risks to children and keep them safe. Leaders understand how to deal with allegations made against staff.

p.3

should:

n include children's home languages in everyday activities and routines to help them feel valued and increase their communication and language skills n extend opportunities for children to make choices about their own activities, to increase levels of independence in their learning.

p.4

Setting details

Unique reference number 106982 Local authority Bristol City of Inspection number 10263219 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 24 Number of children on roll 33 Name of registered person Hillside Pre School Committee

p.5

reference number

Telephone number 0117 9478371 Date of previous inspection 25 April 2017

p.5

Information about this early years setting

Hillside Pre-School registered in 1992. It operates from a building in the grounds of Air Balloon Infant School, in St George, Bristol. The pre-school opens each weekday, during school term times, from 9am until midday and from 12.30pm until 3.30pm. There are five staff who work with the children. Of these, four hold relevant qualifications at level 3, and one member of staff holds a qualification at level 2. The pre-school receives funding for the provision of free early years education for children aged three and four years.

p.5

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 their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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

6 February 2023 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