Hand In Hand Preschool

Inspection of Hand In Hand Preschool One Centre Highfields, Upper Tichborne Street, Leicester LE2 1GL

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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

Children arrive to a warm welcome from the kind and nurturing staff. They show they feel safe and secure as they explore the well-resourced environment. When children need reassurance, staff respond quickly. They provide cuddles and kind words, which helps to build on children's sense of belonging.

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The provision is good

Staff support children's love of reading. Children show excitement as they listen to stories read by staff, using animated voices. Staff provide children with various props, such as a colander for a space helmet and a large box for a rocket, which further ignites their curiosity and engagement. This helps children to follow the story and ensures that their focus is maintained. Staff encourage children to join in familiar words and actions. Children hear a rich variety of vocabulary, such as 'squish', 'crunchy' and 'scoop'. Staff listen intently to what children say and repeat words back to them, using the correct pronunciation. Staff use simple sign language to support children who speak English as an additional language to make good progress with their early speaking.

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The provision is good

Staff teach and model to support children's independence skills. For example, they show children how to fasten zips and gently reassure them as they try to pour themselves drinks. Staff praise children consistently to build their self-esteem and resilience.

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need to do better?

n Managers and staff have high expectations for all children, including children with special educational needs and/or disabilities. The manager and her deputy have developed a clear curriculum and support staff to be clear about what they want children to learn. Managers and staff use assessment well and link with other professionals when they identify children who would benefit from extra help to support their learning. Children make good progress from their starting points. n Staff support children to lead their play. For example, as children explore play dough, staff introduce additional resources for them to use. Children press textured balls into the dough, and staff talk about the patterns they make. Staff encourage children to press hard with the rolling pin. This manipulation of the dough helps children to build strength and movement in their fingers in readiness for developing their early writing skills.

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need to do better?

n Staff routinely count with children and introduce mathematical concepts, such as comparing size, quantity and shape. Children show a good understanding of early mathematics as they correctly identify the number of objects on a table without counting aloud. n Staff help children to use their imagination to create models at the junk

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need to do better?

16 April 2024 modelling station. Staff show children how to use safe saws and other tools to teach them about risk and safety. Children choose their materials and skilfully use cutters to make perforated edges. Staff praise children, which builds on their sense of achievement. n The manager and staff include all children in the activities and at group times. Overall, they encourage children to share their thoughts and ideas. However, staff do not always encourage quieter children to join in group discussions. n Staff talk to children about well-being as they wash their hands and sit with children at snack times. They support children's oral hygiene through supervised toothbrushing. Staff sing as children confidently brush their teeth and use a timer to help children understand when they need to finish. n Staff support children in the pre-school room to follow the pre-school boundaries and help them learn the essential skills they need to move on to school. Staff

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need to do better?

provide children with a sand timer as a visual aid to promote their understanding of taking turns. Children learn to behave well. n Overall, staff plan routines to ensure that they meet children's needs. They use visual timetables so that children understand what comes next. However, the routines of the day are not well organised, which results in children having to sit and wait for prolonged periods. As a result, children are not consistently engaged in learning and become disengaged and restless. n Partnerships with parents are good. Staff share information with parents about their children's development. Parents say that all the staff are kind and caring. They also comment that the children are at the heart of what they do and that staff know their children well.

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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 review daily routines to ensure that waiting times are reduced and that children are consistently engaged in learning n strengthen staff support for quieter children to encourage them to participate in group discussions and help build their confidence.

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Setting details

Unique reference number EY501517 Local authority Leicester Inspection number 10338344 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 54 Number of children on roll 41 Name of registered person Open Hands Trust (Leicester)

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reference number

Telephone number 0116 2558672 Date of previous inspection 24 September 2018

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Information about this early years setting

Hand In Hand Preschool registered in 2016 and is located in Leicester. The pre- school employs seven members of childcare staff. Of these, six hold early years qualifications at level 3. The pre-school is open from Monday to Friday, term time only. Sessions are from 9am to midday and from 12.30pm to 3.30pm. The pre- school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector discussed the intent of the curriculum, observed its implementation during activities and assessed the impact this has on children's learning. n A joint observation was completed and discussed with the manager. n The inspector held a meeting with the manager of the pre-school. She looked at relevant documentation, including evidence of the suitability of staff working in the pre-school. n The inspector spoke with staff and children at suitable times throughout the inspection. n Parents were invited to share their views with the inspector. Several parents discussed their views during the inspection, and the inspector took account of all feedback received.

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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

16 April 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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