Helmdon Acorns Pre-School

Inspection of Helmdon Acorns Pre- School Hintons Close, Helmdon, Northamptonshire NN13 5QP

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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 Outstanding

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The provision is good

Children are happy and content and enjoy their time at the pre-school. Staff support them as they confidently explore the environment both inside and outside. Children develop strong bonds with the staff and benefit from warm and nurturing relationships. They draw the staff into their play, showing them worms they have found in the garden. Staff encourage them to talk about how the worms move and feel and reinforce new vocabulary. Children respond to these conversations and repeat words such as 'wiggly' and 'squishy'.

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The provision is good

Children have access to large outdoor spaces. Staff provide a range of resources and learning opportunities. They actively extend children's play experiences and social skills. For example, children mix oats with water and mud before spreading it on the ground and splashing in the puddles they make. Staff actively encourage this spontaneous play and laugh along with the children.

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The provision is good

Children are supported to learn about boundaries and staff expectations. Staff model polite and kind behaviour and are patient in their interactions with the children. Children behave well and learn to manage their feelings. For example, staff remind them to share with their friends as they complete puzzles together.

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need to do better?

n The pre-school is well-led, and teamwork among the dedicated staff is strong. All staff strive to ensure that children do as well as they can. Staff benefit from regular supervision meetings where they reflect on their practice and consider areas of further development. As a result, children are supported by staff who have up-to-date training on subjects such as working with children with special educational needs and/or disabilities (SEND) and how best to develop the curriculum. n Staff have high expectations for all children's learning. The special educational needs coordinator works closely with parents, other professionals and staff to support children with SEND. This helps to ensure that children reach their full potential. n Staff have a sound knowledge of their key children. They are aware of each child's starting points, interests and next steps. This information enables them to plan activities and set out resources to help children progress. Parents confirm

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need to do better?

staff share children's next steps so they can provide activities at home that develop their child's skills. n Overall, staff promote children's communication and language well. Interactions between staff and children are positive and supportive. Staff offer lots of praise and ask questions to encourage children to think about what they are learning. However, when asking questions, staff do not always give children enough time

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need to do better?

7 February 2024 to think about the question and respond. n Partnerships with parents are effective. Staff share regular information with parents to ensure children's care and learning needs are met. Parents speak very highly of the pre-school and the quality of care given to their children. n Staff generally ensure children are occupied and engaged in activities. Children demonstrate a good understanding of their daily routine and what comes next. For example, they know that before snack they go outside and learn from forest school activities. On occasions, however, staff do not carefully manage these routines. Sometimes, children are left waiting for other children to be ready before going outside. This means there are times when children are inactive and not involved in productive learning activities. n Lunchtimes are a social occasion. Staff support children's good health and social skills. They sit with children during lunchtime and engage them in conversations.

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need to do better?

Children learn about the foods they eat and the benefits these have on their health as they chat with staff and friends. n The manager reflects regularly on her practice and that of the staff team. She swiftly identifies and implements changes that improve staff practice and the experiences for the children, parents and carers. For example, regular reviews check updates on the online system to ensure parents can view their children's learning and development. This, in turn, allows staff to spend the maximum time with the children during sessions.

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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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should:

n give children time to think and respond to questions to support their communication and language skills n strengthen the management of daily routines so children do not have prolonged periods of inactivity.

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Setting details

Unique reference number EY420501 Local authority West Northamptonshire Inspection number 10305563 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 26 Name of registered person Helmdon Playgroup Committee

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reference number

Telephone number 01295768327 Date of previous inspection 26 February 2018

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Information about this early years setting

Helmdon Acorns Pre-School registered in 2010 and is located in Northamptonshire. The pre-school employs five members of childcare staff. Of these, four hold recognised early years qualifications at level 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8am until 3.30pm. 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 managers and the inspector carried out a learning walk together. n A joint observation was carried out with the pre-school manager of an indoor tuff spot activity. n The inspector held discussions with the staff throughout the visit. n A range of documentation was viewed, including paediatric first-aid certificates and evidence of the suitability of staff to work with children. n The inspector gathered the views of parents. n The inspector observed interactions between staff and children.

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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

7 February 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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