Hemingbrough Pre School

Inspection of Hemingbrough Pre School Hemingbrough Village Institute, Garthends Lane, Hemingbrough, SELBY, North Yorkshire YO8 6QW

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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

Staff provide a cheerful welcome as children eagerly enter the pre-school to start their day. Children demonstrate very positive attitudes to their learning and this is supported by the well-planned and stimulating environment. They get busy straight away, happily exploring and playing with friends.

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The provision is good

The curriculum is highly ambitious. The new manager has a clear focus on supporting children fully across all areas of learning. This prepares children very well for their transition to school. Staff are responsive to children's interests and quickly step in to provide support to develop children's skills in their play. For instance, they support children who are interested in trying out the Easter collage activity to correctly hold and snip with scissors. Younger children show curiosity and independence as they spread glue onto their paper eggs.

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The provision is good

There are very high expectations for children's behaviour in the pre-school. Children follow these expectations beautifully. They show high levels of independence when they wash their hands. At story time, children sit on the carpet, showing excellent listening skills. Staff are kind and respectful towards children. As a result, children have learned these behaviours themselves. This can be seen when they involve others in their play and when kindly rubbing a friend on the back to show their affection.

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need to do better?

n The curriculum is carefully planned and sequenced to ensure that children make good progress in their development. For instance, staff base children's learning around books which they choose with purpose. Children accumulate new knowledge and vocabulary through high-quality teaching which is linked to these stories. n Staff support children well with their communication and language skills. They engage most children in high-quality conversations, particularly with children who are very confident talkers. When invited to take part in a baking activity, children demonstrate their imaginations and respond that they could pretend that it is their 'own bakehouse'. The manager is keen to provide even more support for children whose speaking skills are less well developed. However, these strategies are not yet fully embedded in practice. This means that occasionally, quieter children do not have as many opportunities to practise their

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need to do better?

speech as their more vocal peers do. n Staff support children to practise their self-care skills, such as using the toilet. They encourage children to persevere when hanging their coats up and show pride when they achieve this. n Staff promote and celebrate children's creativity. For instance, when children

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need to do better?

20 March 2024 have their own ideas to create faces on crumpets using chopped fruit, staff praise their ideas and encourage others to join in. They provide positive feedback to support children to develop their self-confidence and social skills. n Staff use their assessments effectively. The manager looks closely at the individual development of each child to ensure that they receive the right support to stay on track. As a result, children make good progress in their learning which prepares them well for school. n The manager also recognises wider themes when analysing the data. For instance, she identified that more support was needed to develop boys' early writing skills. As a result, staff have provided increased opportunities for boys to develop their arm and hand muscle strength. This has resulted in boys increasing their skills in strength and control when using tools to make marks. n The manager undertakes the role of special educational needs and/or disabilities

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need to do better?

coordinator (SENDCO). She demonstrates a strong understanding of supporting children who need additional help to make sure that they make progress. The manager ensures effective communication with parents and understands the processes for referral to outside agencies where needed. n Parents and grandparents are extremely happy with the pre-school. They say their children are making excellent progress. Parents praise the communication they receive. For example, they appreciate the weekly newsletters which help them to understand what their children are learning and how to help at home. n The manager is keen to support staff to develop their skills to the highest level. She uses staff supervision sessions effectively to support staff to develop their practice, including through providing training. Staff discuss how this has raised their confidence in delivering the curriculum. n There are good recruitment and induction procedures in place. This includes

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need to do better?

staff being clear in their roles and responsibilities. However, there has been a delay in adding new committee members to the pre-school's registration, which shows a weakness in the committee's vigilance in running the pre-school.

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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 enhance the good practice in promoting children's communication skills even further, particularly when supporting quieter children in the pre-school n build on the good induction procedures, particularly in relation to committee members.

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Setting details

Unique reference number 400250 Local authority North Yorkshire Inspection number 10317069 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 15 Number of children on roll 22 Name of registered person Hemingbrough Pre-School Committee

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reference number

Telephone number 01757 630789 Date of previous inspection 22 May 2018

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Information about this early years setting

Hemingbrough Pre School registered in 1973 and is located in Selby. The pre- school employs four members of childcare staff. Of these, three staff hold an appropriate childcare qualifications at level 3 or above, including the manager who holds an early years teacher qualification. The pre-school opens from Monday to Friday, during term time. Sessions are from 9am until 3pm. 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 pre-school 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 pre-school. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The SENDCO spoke to the inspector about how they support children with special educational needs and/or disabilities. n Parents and grandparents shared their views of the pre-school with the

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Inspection activities

inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n The inspector spoke with the manager about the leadership and management of the pre-school.

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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

20 March 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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