Longstanton Pre-School

Inspection of Longstanton Pre-School Hatton Park Cp School, Hattons Park, Longstanton, CAMBRIDGE CB24 3DL

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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 settle well and have formed secure bonds with staff, who are very warm and caring towards them. However, some staff do not have all the skills they need to help children make consistently good progress in their learning. They do not implement the curriculum effectively enough so that it builds on what children already know or what they need to learn next. Nevertheless, staff provide a welcoming and secure environment, where children show that they feel safe. This helps them to develop their confidence.

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The provision requires improvement

Children's behaviour is good. Staff explain the rules to children to help them understand why it is important to share. Children readily take turns to push the cars down the ramps. Staff encourage children to manage their personal care. Children competently wash their hands and sit at the table ready for their snack. However, staff sometimes do too much for the children, which has an impact on children's ability to do things for themselves, make mistakes and keep trying. Staff understand the importance of helping children to be ready for school. Children are gaining some of the key skills that support their future learning.

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need to do better?

n The quality of teaching requires improvement. Some staff do not have the skills they need to help children make good progress in their learning. At times, their interactions with children are not sustained long enough to help each child to develop the language they need for thinking. n The arrangements for supporting children with special educational needs and/or disabilities (SEND) are not consistently effective. Emerging concerns are not always acted on swiftly to ensure children get the help they need and reduce any differences in their learning. n Children have opportunities to be imaginative, re-enacting familiar scenarios in the role-play area. They busy themselves 'making dinner' and gathering crockery, confidently counting out 'three plates for everyone'. n Staff have a sound knowledge of their key children. They understand what children enjoy and use their interests to plan some of the activities. Staff gather

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need to do better?

information from parents about their children when they first start at the pre- school. This helps them to tailor the settling-in process according to children's individual needs. n Children do not benefit from a well-designed curriculum that builds securely on what they know so that they experience consistently good learning opportunities. Some staff do not present the information effectively to children in a way that offers the appropriate level of challenge, nor do they adapt their method accordingly. n Children develop their physical skills as they learn to balance, control their

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need to do better?

23 January 2024 muscles, and allow space for one another as they scoot along on ride-on toys. Staff support children as they try to walk across the stepping stones, encouraging them to persevere. n The manager provides supervision to check staff's well-being and ensures that they have regular opportunities for training. However, the professional development of some staff is not focused sufficiently on improving their teaching skills. In addition, the monitoring of their practice is not robust enough to help staff develop the knowledge they need to become skilful practitioners. n Children enjoy listening to stories. They enthusiastically join in, saying the familiar words. Sometimes, staff encourage them to think about what happens next. n Staff work with parents to find out children's interests from home when they first start at the pre-school. Some parents say they are happy with the care the staff provide, and they feel their children are well supported to settle in.

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need to do better?

n Staff encourage children to count the number of teeth on the plastic model, helping them gain awareness of mathematical concepts. Together, they talk about the importance of cleaning their teeth with regular brushing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

support staff to implement a curriculum that clearly identifies what it is that all children need to learn and reflects their individual needs and offers appropriate challenge, to help them make good progress 26/07/2024

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Due date

improve arrangements for supporting children with SEND so that any emerging concerns about a child's development are acted on promptly 26/07/2024

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Due date

23 January 2024 focus professional development plans on improving staff's skills and knowledge to help them to support children in building on what they already know and can do. 26/07/2024

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should:

n improve the monitoring of staff practice to develop their knowledge and understanding of how children learn so that all children benefit from consistently good-quality learning experiences.

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Setting details

Unique reference number EY551974 Local authority Cambridgeshire Inspection number 10326346 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 40 Number of children on roll 145 Name of registered person Pre-School Learning Alliance

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reference number

Telephone number 01223 491623 Date of previous inspection 14 February 2020

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Information about this early years setting

Longstanton Pre-School registered in 2017. The pre-school employs nine members of childcare staff, five of whom hold appropriate early years qualifications at level 3. It opens Monday to Friday, from 7.45am until 6pm, during term time. This includes a breakfast and after-school club for school-age children. 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 manager and has taken that into account in their evaluation of the pre-school. n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector observed activities, indoors and outdoors, and assessed the impact these have on children's learning. n The manager and the inspector completed a learning walk together to discuss and understand how the early years provision and the curriculum are organised. n The inspector completed a joint observation with the manager. n The inspector had discussions with staff at appropriate times during the inspection. She took account of parents' views through verbal feedback. n A meeting was held between the inspector, the manager and area manager. The

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Inspection activities

inspector looked at relevant documentation, including evidence of the suitability of staff and the record of children's attendance.

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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 January 2024 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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