Alderton Acorns Pre-school Toddler and Baby Groups

Inspection of Alderton Acorns Pre- school Toddler and Baby Groups Alderton Village Hall, Dibden Lane, Alderton, Tewkesbury, Gloucestershire GL20 8NT

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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 welcome the children into this warm and friendly pre-school. They work hard to form strong relationships with the children and families in their care. Children show that they feel safe and secure as they freely explore the well-organised and stimulating environment. They seek out their friends and key people to invite them into their play. Staff offer children lots of praise and encouragement, which helps to boost their confidence and self-esteem.

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The provision is good

The manager and her team have clear expectations for children's learning. They focus on promoting children's personal, social, and emotional development, which prepares them for later life. Staff teach children how to manage their feelings and behaviours. At circle time, the children talk about the different emotions and how they are feeling that day. They begin to develop empathy and an understanding of the emotions of others. Children behave and play well together. For example, they line up by the slide and patiently wait their turn. Staff encourage the children to use their manners and listen to one another. They give gentle reminders to reinforce the rules and boundaries of the setting. Children develop strong social skills and form new friendships.

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need to do better?

n Children learn how to do things for themselves. They put on their coats and wellington boots to go outside. At snack time, children wash their hands and pour their drinks. They enjoy a range of healthy snacks that are brought in from home. Staff encourage the children to cut and peel their fruit. They offer support and guidance where needed. This helps to instil a 'can-do' attitude and a willingness to give things a go. n The manager and her team have created a curriculum that covers all seven learning areas. They plan activities that are based on current themes and the children's interests. Staff track children's progress, which enables them to identify gaps in children's learning. They engage with the children during their play to extend their knowledge and understanding. However, at times, staff do not provide older children with enough challenge, particularly with their mathematical knowledge and understanding, to help them to learn about

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need to do better?

quantity, comparing, and simple calculations. n In the garden, children participate in various physical activities to support their developing muscles and coordination skills. They climb the wooden boat and pretend to be pirates sailing off to sea. Children race around on bikes while staff give them instructions, such as 'ready', 'freeze' and 'go'. Inside, children climb a wooden slide and roll around on mats. Staff provide children with opportunities to make marks using different tools, which helps to strengthen the muscles in their hands that are needed for later writing skills.

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need to do better?

20 March 2024 n Staff provide parents with detailed feedback about their child's progress and development. They keep parents informed through online messages and monthly newsletters. Parents of children with special educational needs and/or disabilities value the support that they receive from staff. They trust the staff, who are always available to talk through any concerns or questions they might have. n Children immerse themselves in imaginative play. They act out everyday routines in the role-play area, such as going to the shops or cooking dinner. This helps children to make sense of the world around them. Staff read the children 'Goldilocks and the Three Bears'. They place mats and teddy bears on the floor to help children recall and act out key parts of the story. Children develop a love of books and reading. n The manager and her team attend regular team meetings where they reflect on their provision and identify key areas for change or development. Staff state that

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need to do better?

the manager and committee members offer them a wide range of support. They receive regular one-to-one meetings to discuss their career goals and underlying interests. Staff work well together, which creates a positive and nurturing work environment. n Overall, staff support children's communication and language. They continuously narrate to the children and ask them questions to spark discussions. However, staff do not consistently use the correct pronunciation or extend children's vocabulary in order to enhance their language further.

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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 challenge older children's knowledge and understanding, particularly around mathematical concepts, such as quantity, comparing, and simple calculations n ensure that staff use the correct pronunciation and extend children's vocabulary to enhance their language further.

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Setting details

Unique reference number 101702 Local authority Gloucestershire Inspection number 10312254 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 Full day care

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inspection

Total number of places 24 Number of children on roll 10

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Name of registered person

Alderton Acorns Pre-school Toddler and Baby Groups Committee

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reference number

Telephone number 07842 161 159 Date of previous inspection 25 April 2018

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Information about this early years setting

Alderton Acorns Pre-school Toddler and Baby Group registered in 1994, and is located in Alderton, Tewkesbury. The group operates Monday to Thursday from 9am to 3pm, during term time only. The group employs four members of staff, three of whom hold a recognised early years qualification at level 3 and one who holds a level 2 qualification. The group 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 manager and has taken that into account in their evaluation of the provision. n The inspector and the manager completed a learning walk where they discussed the provision and the curriculum. n The inspector observed the quality of teaching during indoor and outdoor play and assessed the impact that this had on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with the manager. n The inspector held a meeting with the manager and committee chair to discuss how they self-evaluate the provision. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector spoke to a small number of parents during the inspection and took

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Inspection activities

account of written testimonials. n Children spoke to and engaged with the inspector during the inspection.

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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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