Browns Lane Preschool

Inspection of Browns Lane Preschool Browns Lane Pre-school, Browns Lane, Storrington, Pulborough RH20 4LQ

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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 Not applicable

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The provision is good

Children receive a warm welcome from staff when they arrive at the pre-school. Younger children are settled by their parents and staff use this opportunity to speak with them to share important information. For instance, they provide leaflets with advice regarding children's health and well-being. This includes, toilet training, use of dummies and healthy eating. This helps children receive consistent support from parents and the pre-school relating to their self-care. Older children enjoy focused activities. For example, they relish exploring balls of ice. Staff support children's play and explain how to make ice. They encourage children to describe how the ice feels, which promotes their thinking skills well.

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The provision is good

Children benefit from staff's high expectations for their behaviour. Children play together well and staff sensitively support children who need help to share toys and resources. They act swiftly and speak calmly to comfort children. This creates an environment that helps children feel comfortable and safe.

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The provision is good

Children thoroughly enjoy taking part in group time and enthusiastically join in to sing familiar songs and rhymes. Children giggle and squeal with delight as staff use puppets to keep them focused and engaged. This helps develop children's listening and attention skills, which are in line with their age and stage of development.

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need to do better?

n Staff implement successful settling-in procedures. For example, they meet with parents and organise short sessions to help children settle when they join the pre-school. Staff get to know the children well and identify their interests to plan activities. As a result, partnerships with parents are well established from the outset and children are keen and eager to learn. n Staff support children's speech and language development well. For example, they speak clearly and ask open-ended questions. As children are curious and explore resources, such as a treasure chest with sparkly gems and gold coins, staff introduce interesting words. This helps to promote children's expanding vocabulary. n Children enjoy playing with malleable materials, such as play dough. This helps develop their fine motor skills and hand muscles in preparation for early writing. They draw pictures using a variety of writing tools and proudly show their

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need to do better?

creations to staff, describing the marks they have made. For example, 'I've made a picture of mummy with glasses on.' n The special educational needs coordinator (SENCo) identifies children who need extra support effectively. She works with professionals, such as the health visitor and speech and language therapist, to seek advice and guidance. This is helping to ensure that all children make progress.

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need to do better?

8 March 2023 n The manager uses extra funding to provide rich experiences for all children. For example, children learn about the wider world, such as by visiting a nature reserve and learning about pond life. They have opportunities to visit and join the library, borrowing books. This enhances the curriculum offer. n Staff intend to promote children's independence in the curriculum. However, they are not fully effective at implementing this in practice. For example, staff do not recognise opportunities to help children practise some hygiene procedures, such as nose wiping, and at times they do not recognise when they can help children to contribute to routines, such as preparing for snack time. This does not fully support children to learn self-care skills and learn how to manage their personal needs effectively. n Staff frequently provide opportunities for children to practise counting objects in their play. However, they do not fully consider how to help children to apply this

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need to do better?

knowledge and make links between number and other concepts to embed their understanding. This impacts the progress some children make in mathematics. n The manager provides a good level of support for staff. For example, she completes a regular cycle of staff supervisions and staff report that they feel well supported within their staff team. The manager identifies appropriate areas for professional development, linking to teaching skills. For example, staff learn more about how to teach letters and sounds to further support children's early literacy skills. This is helping older children to be well prepared for their eventual move on to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has a robust recruitment process in place and completes pre- employment checks to ensure that adults are suitable to work with children. Staff have completed safeguarding training and know how to keep children safe. They have knowledge of the signs that could indicate that a child is at risk from harm or abuse and know how to record and report their concerns. Staff have completed paediatric first-aid training and record accidents appropriately. Procedures are in place to protect children who have allergies and intolerances. Risk assessments are completed regularly to ensure that the premises and equipment are safe to use.

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should:

n strengthen routines and teach children the sequence of skills and knowledge that they need to securely establish their independence n increase staff support to help them understand how to help children make links between number concepts in their play more successfully.

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Setting details

Unique reference number 2658899 Local authority West Sussex Inspection number 10281590 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 36 Number of children on roll 37 Name of registered person Wheatley, Danielle

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reference number

Telephone number 01903 746592 Date of previous inspection Not applicable

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Information about this early years setting

Browns Lane Pre-School re-registered in 2021 due to change of ownership. It operates from the Guide Hall in Storrington, West Sussex. The pre-school employs six members of childcare staff. Of these, four staff members have an appropriate early years qualification at level 3 or above. The pre-school opens from 9am to 12pm on Monday and Thursday. On Tuesday, Wednesday and Friday, it operates from 9am to 3pm. A breakfast club operates from 8.15am on Tuesday, Wednesday, Thursday and Friday. The provider receives funding for free early education for two-, three- and four-year-old children.

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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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The SENCo spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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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 March 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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