Cheddington Pre-School

Inspection of Cheddington Pre-School 23 High Street, Cheddington, LEIGHTON BUZZARD, Bedfordshire LU7 0RG

p.1

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

p.1

The provision requires improvement

Those with responsibility for the governance of the pre-school have not notified Ofsted of changes to the members of the committee. This prevents the necessary suitability checks from being completed on those who make decisions on the running of the pre-school. However, the individuals concerned are never left unsupervised with children. There are weaknesses in the staff's understanding of their role within the planned early years curriculum, which reduces the levels of support provided for children's learning.

p.2

The provision requires improvement

Children learn about different cultures and celebrations from around the world, including birthdays. They make flags for St George's Day and use a hole punch to attach the flagpole. However, staff do not always gain sufficient information from parents to help them plan for children to learn about a wider range of festivals that are meaningful to all families attending the pre-school.

p.2

The provision requires improvement

Children are happy and well behaved. Staff have high expectations for all children, who learn to be kind and take turns. Older children guide their younger friends at the woodwork table to ensure they keep use the 'safety glasses'. Children generally concentrate for long periods of time on their chosen activity, and staff praise children when they do well, for example by saying, 'Good sharing'.

p.2

need to do better?

n Those with governance of the pre-school do not monitor the setting well enough. They have not ensured that all of the legal requirements are met. Members of the management team attend meetings, which enables them to keep the committee informed of the day-to-day running of the pre-school. Staff receive supervision to highlight training needs, discuss the children they care for and ensure their well-being. n Staff plan a varied early years curriculum both inside and outside, to provide children with a wide range of play experiences in all areas of their learning. However, they do not always implement the planned activities well enough. For example, staff do not consistently encourage children to talk about what they are doing, or ask questions to extend and promote language development. n Staff have developed a positive partnership with the school next door. They use the on-site facilities, such as the gym, where children practise their physical

p.2

need to do better?

skills, including games such as 'duck, duck, goose'. However, staff do not fully consider the needs of all children when implementing the activity. Staff accompany children to visit their new Reception class and teacher, to support the transition to school. n Parents comment that staff have helped their children in toilet training and to become more confident in separating from them. However, communication and

p.2

need to do better?

24 April 2023 information sharing between staff and parents are not always effective. For example, the information provided to parents at the end of the day does not enable them to know what their child has been doing while at pre-school. n Staff support children to be independent at lunchtime, in readiness for their move to school. For instance, children take their chairs out, unpack their lunch and get their water. Staff provide a supportive role to children during lunchtime and gently encourage them to eat their food. n Staff encourage children to express themselves in different ways, such as singing songs and acting out stories. Children explore using different types of materials. They make their own play dough and use paint in different ways. Children learn to use a variety of tools during woodwork, such as a hammers to put nails into wood. n Children with special education needs and/or disabilities are generally supported

p.2

need to do better?

well. Staff liaise with parents and other professionals to ensure that children receive the targeted help they need to support their learning and development. Funding is used well to enhance pre-school experiences for individual children and their families. n Staff support children's emotional needs well. For instance, they provide reassurance to new children who are settling in. Staff speak to children with kindness and help them to work out solutions when sharing resources. Older children are kind and caring toward their younger friends.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff demonstrate a secure understanding of the steps to take to keep children safe from harm, including child protection reporting procedures. Staff supervise and deploy themselves well. For example, they position themselves at the front and back of the line when going over to the school. Staff demonstrate that they know how to manage children who have allergies and any medical needs. Managers arrange for appropriate training to support the administration of medication if required. Staff recruitment is robust, and those responsible for recruitment have updated their safer recruitment training.

p.3

Due date

24 April 2023 improve staff's understanding of the implementation of the early years curriculum so they can target and support children's learning more effectively 31/05/2023

p.3

Due date

provide details of the individuals associated with the organisation, so that suitability checks can be completed on all committee members 12/05/2023

p.4

Due date

improve partnership with parents including how information is communicated and shared, such as daily care, developmental progress and home learning. 31/05/2023

p.4

should:

n extend children's understanding of the wider world by incorporating festivals and celebrations relevant to the children and families who attend the pre-school.

p.4

Setting details

Unique reference number 140844 Local authority Buckinghamshire Inspection number 10284867 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.5

inspection

Total number of places 24 Number of children on roll 31 Name of registered person Cheddington Pre-School Committee

p.5

reference number

Telephone number 01296 662292 Date of previous inspection 26 February 2018

p.5

Information about this early years setting

Cheddington Pre-School registered in 2008. It is located within the grounds of Cheddington Combined School in Cheddington, Buckinghamshire. The pre-school is open each weekday during term time, from 8.40am to 11.45am and from 12.30pm to 3.30pm. A lunch club runs from 11.45am to 12.30pm. There are eight staff employed to work directly with children. Of these, seven hold relevant qualifications at level 3 and one holds level 2. The provider receives funding to provide free early education to children aged two, 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 This inspection was carried out as a result of a risk assessment, following information received about the provider. n The manager and the inspector completed a learning walk together of the pre- school and discussed the early years curriculum. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n The manager and the inspector carried out a joint observation in the outdoor play area. 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

24 April 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