Ludgershall Preschool

Inspection of Ludgershall Preschool Short Street, Ludgershall, Andover, Hampshire SP11 9RB

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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 Outstanding

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The provision is outstanding

Children flourish in this exceptionally caring setting. Deeply nurturing staff make sure that children feel safe and valued. Children behave extremely well and are considerate of others. Staff sensitively help children to recognise and express their feelings, such as frustration at sharing a favourite toy. Staff are wonderful role models and skilfully show children how to resolve conflicts in a friendly way, such as inviting others to join their play.

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The provision is outstanding

Children are deeply absorbed in their valuable play. Staff plan stimulating activities that capture children's imaginations and stimulate their curiosity, such as designing and building with junk materials and linking this to favourite stories. They build on children's prior knowledge and skills. For example, children choose to spend a great deal of time negotiating an obstacle course. Staff have built this at just the right level to provide some challenge while also enabling children, including children with special educational needs and/or disabilities (SEND), to experience the thrill of completing it successfully. Children speak with growing fluency and confidence. Staff model and explain unfamiliar words, such as 'comparison'. They plan opportunities for children to use these words, such as looking closely at, and comparing, different flowers. Children build an impressive vocabulary and knowledge of the world around them. Staff have very high expectations of them

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The provision is outstanding

all. Consequently, all children, including those from disadvantaged backgrounds and children with SEND, make rapid progress.

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need to do better?

n Starting with an initial home visit, staff build exceptional partnerships with parents. Parents have the highest praise for the pre-school, in particular the exceptional care that staff give to their children and their families. One parent said, 'They have gone above and beyond what I would ever have expected.' Staff make time every day to talk with parents. They use various other methods of communication so that parents feel welcome in pre-school and are very well informed about their children's progress. Parents appreciate the advice that staff offer and the toys and books that staff lend to help them support their children's learning at home. This significantly benefits children's development. n The senior staff and committee value their skilled staff team. They support staff's continual professional development. The manager leads by example, as she gains higher qualifications herself. Staff speak passionately about new ideas

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need to do better?

they have adopted and how these have benefited children. There is a strong ethos of self-reflection and learning. Training is targeted to meet individual staff or children's learning needs, for example, to support children's mental health and children with autism spectrum disorder. Staff constantly consider what it is like for a child in their setting. For instance, they sometimes hold meetings

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need to do better?

7 February 2023 outside to experience what that environment feels like. Leaders meet regularly with staff to discuss their progress and well-being. Staff say they are proud of the pre-school and enjoy working here. n Staff ensure that children securely gain the skills and knowledge they need to give them a firm foundation for their future learning. For example, young children learn to focus and concentrate within a group. As they develop this key skill, they are captivated by the fascinating objects that staff present from the bucket. Older children become engrossed in their own play and confidently share their thoughts and ideas with others, for example as they decide what ingredients they will need to make spider cakes in the mud kitchen. The curriculum is clearly sequenced so that children consolidate and build on existing skills and knowledge. n Children demonstrate enormous satisfaction in their own achievements. Staff

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need to do better?

offer enthusiastic encouragement as they urge children to 'try again, you can do it'. The youngest children learn to put on their shoes and to check they are on the right feet. Older children manage the toilet and wipe their own noses, using the mirror to check they have done a good job before binning tissues. They skilfully pour drinks and wipe up any spills themselves. Children are full of confidence and extremely independent. n The highly skilled staff make valuable use of every learning opportunity. They weave mathematics throughout children's play. While planting seeds, staff make a game of encouraging children to quickly estimate how many pots there are. Children love this challenge and are very good at it. They vote with counters to decide which book they will share. They compare the piles of counters and accurately estimate and then count to check their answer. Children use their rapidly growing knowledge in many practical ways.

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need to do better?

n Children thrive despite the effects of the COVID-19 pandemic. Staff recognise the impact of social distancing, especially on children's personal development. They offer exceptional support through their well-established key-person system and are successfully helping children to catch up.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make children's safety and well-being their highest priority. They clearly state that safeguarding is everyone's responsibility and make sure that parents and staff understand their role in helping to keep children safe. Staff are alert to possible concerns and know what to do if they think a child is at risk of harm. Leaders update staff training regularly and check staff knowledge at meetings, for example, using quizzes. Staff are fully aware of the setting's whistle-blowing policy and what to do if they are worried about the conduct of a colleague. Leaders signpost parents to information, such as online safety. Staff build trusting relationships with families so that parents are confident to share concerns at an early stage. Parents speak movingly of the exceptional support that the staff have given them during challenging times.

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Setting details

Unique reference number 145922 Local authority Wiltshire Inspection number 10263466 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 62 Number of children on roll 67 Name of registered person Ludgershall Pre School Playgroup Committee

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reference number

Telephone number 01264 790999 Date of previous inspection 3 May 2017

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Information about this early years setting

Ludgershall Preschool registered in 1999 and is in a building within the grounds of Ludgersall Castle Primary School, in East Wiltshire. It is run by a voluntary committee. The pre-school is open each weekday from 9am to 3pm during school term time. There are 11 members of staff, 10 of whom work directly with the children. Of these, nine hold appropriate qualifications at level 3 and one holds a qualification at level 2. The pre-school provides funded early years education for children aged two, three and four years.

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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 As the manager was unwell on the day of inspection, the deputy manager led the inspector on a learning walk around the setting to discuss how they organise the curriculum. n The inspector and the deputy manager jointly observed staff interactions with children. They discussed and evaluated the impact of teaching on children's learning. n The inspector sought parents' views and took these into account. n The inspector sampled documents, including suitability checks for staff, first-aid certificates and children's records. n The inspector held discussions with the deputy manager and the chairperson to discuss the leadership and management of the pre-school.

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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

7 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.

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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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