Castle Pre-School Ltd

Inspection of Castle Pre-School Ltd The Community Building, Court Lane Junior School, Hilary Avenue, Cosham, PORTSMOUTH PO6 2PP

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children do not always receive good quality education. Not all staff have the required skills to help children make good progress in their learning and development. At times, activities are not well planned, and staff do not always ensure they build on children's learning according to their age and stage of development. Despite this, children are keen to join in and engage in activities. Children form close attachments with the caring staff and have developed positive relationships with each other. Overall, children are happy, confident and settle quickly. They collect their named photo to register attendance and hang up their coats and book bags. This helps them to develop their skills in independence.

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The provision requires improvement

Children use their initiative as they play together. For instance, children use their imagination while filling up containers with different colour blocks and crystals. They comment that they are making 'rainbow drinks' and 'cups of ice'. They learn to play cooperatively with each other. However, staff do not consistently adopt effective strategies for managing unwanted behaviour. This means that children do not always understand what is expected of them. Children develop an interest in books and stories. For example, during group story time, children listen with interest, repeat phrases and answer questions. This helps to develop their skills in literacy.

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The provision requires improvement

Staff praise children's efforts, which builds their confidence and self-esteem. During a cooking activity, children confidently add and mix ingredients together. Children show others what they have created and are proud of their achievements.

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need to do better?

n Leaders and staff ensure that children are well cared for in a safe environment. However, the manager does not ensure that staff receive effective supervision and training to improve their teaching skills so that teaching is consistently good or better. n Staff know children well. They understand what children enjoy and use this information to plan activities. However, they do not tailor the planning to children's individual needs to help ensure they make the best possible progress. They provide a rich variety of resources for children to play with, but do not consistently ensure that children are engaged in purposeful learning. For example, during activities, staff do not always interact effectively with children to help extend their learning. This means that not all children make the best progress they are capable of. n Parents praise leaders and staff. They state that children are happy and enjoy

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need to do better?

activities that staff provide. Staff keep parents up to date with their children's progress and daily activities. Parents feel supported by staff who provide help

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need to do better?

23 February 2023 with potty training and home-learning activity ideas. n Staff ensure that children have access to fresh air and exercise. They learn how to take turns and manage risks while using the slide and gain an understanding or how to keep themselves healthy. For instance, children learn about good oral hygiene through activities designed to help children practise cleaning teeth. n The manager is the pre-school's special educational needs coordinator (SENCo). She works with staff to identify children who require extra support. She provides guidance to parents on self-referrals through health visitors. This ensures that children with special educational needs and/or disabilities (SEND) are able to access support from other professionals. n Overall, children behave appropriately. However, staff are not always consistent in their approach to managing unwanted behaviour. Children are not always provided with clear guidance regarding acceptable behaviours. As a result, some

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need to do better?

poor behaviours are not addressed effectively. This means that children do not always understand boundaries and what is expected of them. n The manager recognises the impact that COVID-19 has had on children's learning and development. Staff plan group activities to introduce children to new language. For example, staff encourage children to talk about season changes and weather patterns during group time. This helps to support their skills in communication and language. n The manager has established secure links with the local infant school. Reception teachers visit the pre-school and staff share information on children's progress with the school. This supports children's transition to school and helps to improve outcomes for children. n Children develop an understanding of the world through interacting with nature. For example, children learn about farming through interactions with farm animals. Children learn what makes them unique and make connections

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need to do better?

between cultural similarities. This helps children develop an understanding and tolerance of different cultures, faiths, and beliefs.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff understand the signs and symptoms of abuse and know who to contact if they are concerned for a child's safety. Staff keep their knowledge of safeguarding up to date through training. Daily safety checks of the setting are carried out to ensure hazards are identified to ensure risks are minimised. Staff make sure the premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. The manager is proactive in monitoring attendance to establish why children are absent.

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Due date

improve staff understanding of curriculum intentions to enable them to focus specifically on what children need to learn next, to ensure that activities are suitably challenging for all children, including children with SEND 22/02/2024

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Due date

focus support for staff, including less qualified or experienced staff, on enhancing their teaching skills, so that teaching is consistently good or better. 22/02/2024

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should:

n set clear expectations for children's behaviour to help them to understand what is expected of them and to ensure that all children, including children with SEND can fully engage in learning.

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Setting details

Unique reference number EY378932 Local authority Portsmouth Inspection number 10263614 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 16 Number of children on roll 22 Name of registered person Castle pre-school ltd

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reference number

Telephone number 07724110966 Date of previous inspection 8 May 2017

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Information about this early years setting

Castle Pre-School opened in 1997 and registered with Ofsted in 2001. It is located in Cosham, Portsmouth. The pre-school is open from 8.30am to 3pm, Monday to Friday, during school terms. The pre-school receives funding to provide free early education for children aged two, three and four years old. There are four staff employed to work with the children. Staff qualifications range from level 6 to level 2.

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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 The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke with 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 SENCO spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager. n The inspector gathered the views of parents.

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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

23 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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