Findon Village Preschool

Inspection of Findon Village Preschool High Street, Findon, WORTHING BN14 0TA

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Children's safety and well-being are compromised due to breaches in safeguarding and welfare requirements. The designated safeguarding lead (DSL) and other staff do not have a secure knowledge of child protection matters. They are also unsure about reporting processes in line with local procedures. Furthermore, there are times when children are not supervised consistently while eating during snack time. This does not adequately protect children from the risk of choking.

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The provision is inadequate

Children arrive happy and demonstrate a keenness to seek out their friends ready to play. However, although staff interact sensitively when children become fractious and tearful, they do not provide enough support for children to develop their emotional resilience.

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The provision is inadequate

Staff work closely with families and children to identify their interests and learning needs. They use this knowledge to plan activities and experiences, as well as setting up play spaces for children to freely explore. However, not all staff understand how to plan and implement a well-sequenced curriculum that precisely identifies the individual needs of children. For example, there is an overemphasis on children needing to learn letters to recognise their name. However, some children are not developmentally ready to achieve this. This shows that staff lack knowledge of how to teach in sequence to avoid children having gaps in their knowledge and skills.

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The provision is inadequate

The manager recognises the residual impact of the COVID-19 pandemic on children's communication and language skills. She works closely with her team to counteract this. Staff read stories to children and expose them to new words linked to books. For example, they explain what an 'author' and 'illustrator' is. Children enjoy listening to a range of stories, songs and rhymes. Staff link activities connected to the stories they share with children to help to develop their vocabulary.

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need to do better?

n The manager has a good understanding of what children need to learn and why. She demonstrates knowledge of how to implement a broad and balanced curriculum across all education programmes. However, this is not embedded or fully understood by the whole staff team. Some staff are not familiar with the early years foundation stage. They do not understand how to plan and deliver a developmentally appropriate curriculum. Consequently, staff set out activities but are not clear about what they intend children to learn. n The provider does not have sufficient oversight of the pre-school. They do not ensure that individuals who deputise in the manager's absence understand their

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need to do better?

31 January 2024 roles and responsibilities. Furthermore, supervision meetings do not precisely identify the continued professional development needs of staff. As such, weaknesses in safeguarding knowledge and teaching skills are not identified and addressed. n Staff deployment is not effective, and some staff are not alert to what is happening around them. They do not have a sharp enough focus on aspects such as the supervision of children during mealtimes. Additionally, they do not always pick up on when children need additional support. This requires the manager to intervene on multiple occasions. n The quality of staff interactions with children is variable. Some staff demonstrate effective engagement with children to hold their attention and help build concentration skills. However, other staff are less effective in their teaching and interactions. For example, they ask children questions that lack purpose or

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need to do better?

meaning and do not contribute to their learning. At these times, children lose interest and flit between activities. Additionally, the support staff offer to children to manage their behaviour and emotional well-being is inconsistent. n Staff provide children with opportunities to develop their fine motor skills. For example, children enjoy manipulating clay and use a variety of tools to achieve their desired effect. They proudly show staff they have made cars using clay and bottle tops for wheels. This links to their interests around transport. However, staff do not recognise teachable moments when opportunities arise to demonstrate new skills to children such as when they are struggling to use scissors. n The special educational needs coordinator (SENCo) works closely with children, staff, families and external professionals. The SENCo ensures that children identified with a delay in their development have referrals made in a timely

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need to do better?

manner. Furthermore, she implements support plans tailored to help children catch up. n Parents comment positively about how happy they are with the care given to their children. They explain that they have positive working relationships with staff. They receive regular communication from the pre-school about their children's progress. Parents share that they value the good links to local schools to prepare their children to have a smooth transition.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure all DSLs have a secure knowledge of child protection, referrals and how to manage allegations made against individuals appropriately 21/02/2024

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Due date

improve all staff's understanding of child protection matters and ensure they know who to raise concerns in line with local procedures 21/02/2024

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Due date

ensure that all staff receive the supervision, support and mentoring needed to raise the quality of teaching 21/02/2024

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Due date

put appropriate steps in place to monitor the deployment of staff so children are supervised consistently during mealtimes and never left unattended 21/02/2024

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Due date

ensure the named deputy has a secure understanding of roles and responsibilities to lead the pre-school effectively in the absence of the manager. 21/02/2024

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Due date

implement consistent strategies for managing children's behaviour, to empower children to understand how to manage their own feelings to build emotional resilience 21/02/2024

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Due date

devise and implement a sequenced curriculum that specifically identifies and addresses the individual needs of all children. 02/04/2024

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Setting details

Unique reference number 113785 Local authority West Sussex Inspection number 10311969 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 26 Number of children on roll 32 Name of registered person Findon Village Pre-School Committee

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reference number

Telephone number 07762 906 911 Date of previous inspection 17 April 2018

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Information about this early years setting

Findon Village Preschool registered in 1992. It is open each weekday, from 8.30am to 4.30pm, during term time. There are five members of staff, four of whom hold relevant early years qualifications, including two who hold qualified teacher status. The pre-school receives funding for the provision of free early education for children aged two, three and four years.

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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 inspector conducted a learning walk with the manager to establish the priorities for the curriculum. n The inspector observed the quality of education during activities and daily routines to assess the impact this has on children's learning. n The inspector spoke with staff and children at suitable times during the inspection. n A joint observation was completed and discussed with the manager. n The inspector tracked children to establish what it is like for a child at the pre- school. n The inspector held a discussion with the nominated individual and the managers in relation to the leadership and management of the pre-school. n The inspector looked at relevant documentation, such as evidence of suitability

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Inspection activities

and vetting checks, first-aid certificates and staff personnel files.

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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

31 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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