Middle Barton Pre-School

Inspection of Middle Barton Pre- School 29 Church Lane, Middle Barton, Chipping Norton, Oxfordshire OX7 7BX

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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 have close bonds with all staff. The staff openly welcome children into their play setting, showing a keen interest in their lives and their families. They give children time to talk about their experiences at home and encourage them to share these with others. Children happily explore the environment, confidently leading the play with their friends.

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The provision is good

Staff provide children with clear explanations to help them to understand the boundaries and rules. Children demonstrate good listening skills, and they learn to take turns and share during their play. They learn the skills they need to negotiate and work together in group activities. For example, they discuss who is using which tool when making fruit skewers. They then exchange tools when they have finished.

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The provision is good

Staff provide a broad range of play activities to enrich children's life experiences. They use extra funding effectively to support individual families and promote positive community connections. Children attend extra sessions to help close the gaps in their learning and meet their care needs, as well as forest school experiences to widen their understanding of the world around them.

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The provision is good

Staff are deployed well throughout the sessions. They follow children's lead in their play, giving them suggestions, ideas and direction. This enables children to think for themselves, solve problems and think critically. Every child has equal interaction and positive engagement from all staff.

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need to do better?

n Children learn to become independent. Staff encourage children to try new skills to help them learn how to manage their self-care needs. For example, staff talk children through putting on their coats and shoes before playing outside. They help children to work out which shoe fits their right or left foot. Children enthusiastically remind other children to use soap when washing their hands. Staff successfully introduce discussions at snack time about healthy foods, helping children to understand about the importance of oral health. n Staff continuously support children's communication skills. Older children extend their vocabulary by hearing and using more complex words in their play. Staff introduce repetitive sounds and words through stories and songs to broaden their vocabulary and help them communicate their needs. All children use simple signing to help them express their needs. n Staff know the children well and have clear intentions for their learning based on

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need to do better?

what they need to learn next to move on to the next stage of their development. However, staff do not always consider how children prefer to learn when

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need to do better?

12 July 2023 planning activities. For example, although staff recognise that some children learn best outside, opportunities for those children to do so are restricted due to the rigorous routines in place. n Staff understand the importance of helping children to communicate and express their feelings. Children feel proud of their achievements and are eager to show staff and visitors what they have done and how they have achieved it. Children actively show how proud they are of moving on to school and their readiness for the next stage in their development. However, on occasion, staff do not fully support younger children's emotions and frustrations. For example, young children show frustration when staff emphasise the achievements of older children who are going to school. n Children with special educational needs and/or disabilities receive exceptional support from well-trained and knowledgeable staff. Staff work with parents and

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need to do better?

other professionals effectively. They implement targeted plans to consistently support these children to make progress in their learning and promote their smooth transitions to school. n Staff are eager to improve, and they request feedback regarding the effectiveness of their practice. They regularly access training opportunities and cascade new-found knowledge to their colleagues. This helps to provide a consistent approach to their practice. n The very supportive management team is committed to making ongoing improvements. The team constantly gains information from other practitioners to help evaluate the overall quality of practice. n Parents make positive comments about their children's progress and their ongoing care. They feel confident that their children are well prepared for school. Parents appreciate the guidance they receive to continue their children's learning at home. They receive plenty of verbal and written information about

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need to do better?

their children's ongoing progress. They thoroughly enjoy the 'stay and play' sessions, which helps them to understand the importance of play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a strong understanding of their responsibility to keep children safe from harm. They use regular, weekly opportunities to share information and test their knowledge through safeguarding case studies and scenarios. Staff have a clear knowledge of the signs and symptoms of child abuse and how young children are influenced regarding radicalisation. Children play in a safe and secure environment. Staff listen to parents' suggestions about security and take action to strengthen children's safety. Children develop a good understanding of their own safety. They remind others to 'mind your toes' when turning over logs in the garden. They listen carefully to instructions when using new equipment, such as how to use the wooden skewers safely when making fruit skewers.

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should:

n review and improve the organisation of routines to fully support children who prefer to learn outside n enhance support for younger children to help them consistently learn how to manage their feelings and behaviours.

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Setting details

Unique reference number 133492 Local authority Oxfordshire Inspection number 10301659 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 45 Number of children on roll 21 Name of registered person Middle Barton Pre-School Committee

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reference number

Telephone number 01869 347968 Date of previous inspection 24 January 2018

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Information about this early years setting

Middle Barton Pre-School registered in 1993. It operates from Middle Barton Primary School in Chipping Norton, Oxfordshire, and is managed by a voluntary committee. The pre-school employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 4. The pre-school opens during term time, from 9am until 3pm on Monday to Thursday and from 9am until 12 noon on Friday. The pre-school provides funded 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 special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector spoke to several parents 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

12 July 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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