Compton Pre-School

Inspection of Compton Pre-School Burrell Road, Compton, Newbury, Berkshire RG20 6NP

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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 Good

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The provision is good

Children thoroughly enjoy spending time at this nurturing and welcoming pre- school. The secure environment and friendly attitude of the staff helps children to feel safe. Staff have high expectations of children's abilities. From the outset, children show increasing independence in their self-care skills. They leave their parents with confidence, place their belongings on their pegs and change into their indoor footwear.

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The provision is good

Overall, children are focused and engaged when they play. They demonstrate perseverance, as they use wooden blocks to create roads and rearrange the blocks to create new shapes or ramps. Children understand early mathematical concepts as they compare shapes, count and match patterns when completing different puzzles. Children of all ages sit attentively as they listen to familiar stories. They happily respond to questions and are able to demonstrate their understanding of the story. Staff effectively introduce children to new vocabulary, such as 'ostrich', 'antelope' and 'cavity'.

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The provision is good

Children hold thoughtful conversations with staff and their friends. They demonstrate positive attitudes to learning through curiosity, concentration and enjoyment. Children behave well. Staff support children's behaviour with a consistent approach, and children clearly know the routines as they follow instructions well. They are supported to share and take turns with familiar toys and to use their manners. Children are praised for their achievements and their efforts. All children, including those in receipt of additional funding or those with special education needs/and or disabilities, make good progress in their learning.

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need to do better?

n Leaders have a clear vision for the pre-school and effectively support families and children to ensure their well-being. The manager is a good role model for staff, offering advice and guidance. She is passionate about the quality of the service they provide. n The manager and staff team know the children well. They have a clear understanding of how the curriculum is used to support children's learning. They have worked hard to create and implement a meaningful curriculum that is based around the children's interests. This helps to ensure that children get the best experiences while at pre-school. Activities allow children to repeat tasks, allowing them to master and refine the skills they need for later learning. n Staff effectively prioritise and support children in developing their communication and language skills following the COVID-19 pandemic. They provide an environment that is rich in spoken language. For example, staff

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need to do better?

spend quality time engaging with children and asking questions to encourage

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need to do better?

6 June 2023 them to talk about their play. Books are accessible everywhere in the pre-school. All children become enthralled as staff read stories. n Staff encourage the importance of healthy eating and good dental hygiene routines. Children learn about brushing and flossing teeth. They have opportunities to discuss healthy foods and brush play dough out of small building blocks to consider how brushing their teeth can help to remove food that can get stuck. This supports children to lead a healthy lifestyle. n Overall, physical development is promoted well. Children enjoy the time they spend in the garden. They show good control, as they climb large equipment and have fun on the see-saw aeroplane. Furthermore, they benefit from weekly yoga and structured PE sessions to support older children in preparation for school. However, staff do not consistently make the best use of the outside space to support the learning and development of those children who prefer to

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need to do better?

learn outdoors. n Children engage deeply in their chosen activities, for example when building a wooden road together. However, at times staff move the children on from one activity to another routine. This means children do not have time to finish their play or learning. n Staff work closely with parents to build effective partnerships. Staff collect relevant information from parents about children's current interests, needs and routines when they first join. Parents receive regular updates about their child's learning and are provided with relevant information, such as details on oral hygiene and healthy eating. This supports a consistent approach for children, as staff and parents work together to meet their needs. n The staff team are dedicated to their roles. The manager completes regular staff supervisions and goes out of her way to support staff's well-being. They are able to access a range of training opportunities to enhance their professional

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need to do better?

development. Staff comment they are happy in their work and feel well supported in the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a secure understanding of their role in protecting children from harm and what to do if a concern arises about children in their care. Leaders ensure that staff have appropriate training and continuously confirm their safeguarding knowledge through questioning. Staff know the whistle-blowing procedures to follow in the event of allegations against staff. They implement daily risk assessments of the environments, which helps to ensure that children remain safe at pre-school. All staff hold a paediatric first-aid qualification, which helps them to deal with any accidents appropriately. Good recruitment and rigorous background checks ensure that children are always cared for by suitable adults.

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should:

n focus curriculum plans more precisely, with particular reference to the garden, for those children who prefer to learn outdoors n develop the way staff implement the curriculum to ensure that they support children's learning consistently.

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Setting details

Unique reference number 507897 Local authority West Berkshire Inspection number 10289484 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

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

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reference number

Telephone number 01635 579171 Date of previous inspection 27 November 2017

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Information about this early years setting

Compton Pre-School opened in 1968. The pre-school uses the Coronation Hall in the village of Compton, near Newbury, Berkshire. The pre-school is open during term time only, on Monday to Friday, from 9am until 3pm. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. There are five members of staff who work with the children. Of these, one holds qualified teacher status at level 6 and four have appropriate early years qualifications at level 3.

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Inspection activities

n This was the first routine inspection the pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the setting. n The inspector observed activities in the main base room and garden. She talked to staff about the progress individual children are making and what they want the children to learn. n The manager and the inspector completed a learning walk across all areas of the pre-school to understand how the early years provision and the curriculum is organised. n A joint observation was carried out by the inspector and the manager. The inspector observed interactions between staff and the children, and the impact these have on children's learning. n The inspector reviewed relevant documentation, including evidence of paediatric first-aid training. The inspector had a discussion with leaders about the

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Inspection activities

evaluation of the setting and plans for improvement. n The inspector spoke to parents and children during the inspection and took account of their views.

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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

6 June 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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