Hanham Toddlers Preschool

Inspection of Hanham Toddlers Preschool Back of Hanham Youth Centre, High Street, Hanham, Bristol, South Gloucestershire BS15 3EJ

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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 Not applicable

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The provision is good

Children access a varied curriculum, and staff plan well-thought-out activities that meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Children excitedly dance during their morning music and movement session. They listen attentively to instructions from staff on how to manoeuvre their bodies next, and they confidently practise their big physical movements. Children relish in the opportunities in the role-play area, 'the bakery'. They skilfully use their fine motor skills to squeeze small tubes of icing to decorate real cupcakes. Children independently dress themselves with aprons and bakers' hats, creating scenarios within their play. They take turns using the toy till and use pretend money to pay for their cakes, for example saying, 'That is 1,2,10 pennies,' showing their developing mathematical skills. Other children enjoy painting rainbows and experimenting with colour mixing, one saying, 'I want to make gold.'

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The provision is good

Staff ask, 'What colours do we need?', prompting children to use their critical thinking skills.

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The provision is good

Staff are excellent role models. Children have formed positive relationships with staff who provide consistent routine and boundaries, providing an environment where children feel valued, safe and secure. Staff swiftly support children when taking turns and, through discussion, they help children to understand their emotions and those of others.

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need to do better?

n Children make good progress through a well-designed curriculum. Staff use information gathered from initial home visits and observations to form secure starting points for children. Staff use this information, along with what they have learned from parents, to accurately identify children's next steps in learning. n Staff use observation and assessment well. The manager closely monitors children's learning and development and, as a result, gaps are swiftly identified. The special educational needs coordinator (SENCo) works effectively in partnership with parents and other professionals, providing targeted support for children. This positively impacts their learning. n Staff provide opportunities for children to enhance their communication skills. They introduce new vocabulary, such as 'dripping' and 'squeezing', when children excitedly use spray bottles to squirt paint onto large pieces of paper outside.

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need to do better?

Children enjoy action songs and remember simple rhymes during group times. However, at times, staff do not maintain children's engagement, and children become distracted and lose focus. n Children who learn English as an additional language are supported well. Staff gather key words in children's home languages to support their communication, and they display these words to prompt discussion. Staff and children explore

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need to do better?

18 March 2024 various cultures and festivals, providing children with knowledge about the world around them. n Staff positively promote children's health and well-being. They work with parents to help children develop a good understanding of healthy eating and good nutrition. Children enjoy making healthy choices at the 'snack bar', as they independently use the cereal dispenser and pour their milk. Children wipe their own noses and attend to their toileting needs themselves. Staff are attentive to those who need support. n The manager creates a positive community culture within the pre-school. She engages with the local community effectively. For example, the manager has established links with local schools to ensure children are ready for their next stage of learning and that transitions are smooth. n Long-serving staff feel well supported and valued. The manager ensures they have regular supervision, and they review and evaluate their practice together.

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need to do better?

However, staff training is not always specific enough to children's individual needs, particularly those children with SEND, to provide them with more targeted support and interaction. n Communication between staff and parents is consistent, and there are secure and trusting partnerships. Parents value the staff, and the level of support they receive is very good. They comment on regular information-sharing about their children's development and next steps in learning. Parents enjoy spending time with their children in the pre-school during 'stay and plays', and take part in community outings, such as local fetes.

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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 target staff training to focus more closely on the needs of individual children, in particular those with SEND, so they achieve the best possible outcomes n manage the organisation of group times more effectively, to help children maintain focus and concentration during activities.

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Setting details

Unique reference number 2663192 Local authority South Gloucestershire Inspection number 10332963 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 42 Number of children on roll 26 Name of registered person Hanham Toddlers Preschool CIO

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reference number

Telephone number 0117 9082406 Date of previous inspection Not applicable

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Information about this early years setting

Hanham Toddlers Preschool operates within Hanham Youth Club in Bristol. It operates on Mondays and Tuesdays, between 8.45am and 2.55pm. The pre-school employs eight staff to work with the children. The management team holds qualifications at level 4 and level 6, and five members of staff hold early years qualifications at level 3. There is one unqualified member of staff. The pre-school provides funded early years 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 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 The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation during snack time. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The SENCo spoke to the inspector about how they support children with SEND. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

18 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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