Hampton Magna Preschool

Inspection of Hampton Magna Preschool Community Centre, Field Barn Road, Hampton Magna, WARWICK CV35 8RT

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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

At this pre-school, children arrive enthusiastic and eager to learn, right from the beginning of their day. They are self-motivated and take pride in their accomplishments, often focusing on their chosen activities. This can be attributed to the kind and affectionate demeanour of staff, who provide meaningful recognition for children's efforts. Staff's warm and supportive approach creates a nurturing environment that fosters positive behaviour among children.

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The provision is good

Children enjoy playing in an outdoor space. Staff ensure that this space is well planned to promote learning across all areas of the early years foundation stage. Children engage in various activities that help them develop good handling skills, such as scooping sand and using pipettes to fill buckets. They relax in a wooden teepee while reading books, and practise using their large muscles to ride tricycles and push bikes. Children engage in mark-making activities and enjoy hunting for minibeasts.

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The provision is good

Leaders are committed to providing an ambitious curriculum for all children. Staff carefully plan and organise challenging activities based on children's interests and their developmental stages. The environment is thoughtfully designed to maximise and sequence children's learning. Consequently, children make good progress, and their behaviour in the pre-school is commendable.

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need to do better?

n Leadership in the pre-school is effective. Leaders work hard to provide the best experiences for all children and prepare them well for their next stage of education. They focus on enhancing staff's knowledge in different areas, and their understanding of how children learn. Leaders monitor staff effectively to maintain the quality of education and ensure that the curriculum is implemented as intended. However, in some areas, fostering children's independence is yet to be fully implemented. For example, staff put on coats for children when they go outside, instead of encouraging them to do it independently. This does not consistently support children's developing independence. n Staff promote children's communication and language skills well. They engage children in genuine conversations and introduce new words that extend children's knowledge. Staff ask open-ended questions that can encourage children to think and reflect. However, at times, staff do not provide enough time

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need to do better?

for children to answer their questions before they immediately offer answers themselves. For example, staff do not allow children enough time to think and respond when they ask how many butterflies they saw. This does not help children to develop their critical thinking skills and lead their learning. n Staff have devised a creative solution to ensure children's transitions during

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need to do better?

18 April 2024 routine activities are safe and well organised and teach children healthy habits. For example, staff sing a personalised song for each child to call them to wash their hands before snack time. This helps to ensure that children wash their hands safely and learn positive care practices that have an impact on their confidence, physical health and emotional well-being. n Leaders act with integrity and prioritise providing early education opportunities for all children, including children with special educational needs and/or disabilities (SEND). They proactively identify and remove barriers that may prevent children with SEND from accessing early education, for example by making prompt referrals to specialised institutions. Additionally, leaders ensure that staff have access to additional training and utilise additional funding to cater for the individual needs of children with SEND. As a result, all children make a

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need to do better?

good progress in their education. n The partnership between parents and the pre-school is effective. Prior to children's starting date, staff arrange brief meetings with parents to discuss any specific requirements and routines. Parents can view and comment on the observations and photos regularly shared by staff. They appreciate the nurturing relationships staff build with their children, which results in smooth transitions. Parents feel well-informed about their children's progress. They value the sense of community and the events on offer to promote their involvement in pre-school life.

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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 help staff to support children to develop and practise their independence n provide children with more time to process questions and solve problems for themselves.

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Setting details

Unique reference number 200607 Local authority Warwickshire Inspection number 10335240 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 35 Number of children on roll 43 Name of registered person Hampton Magna Pre School Committee

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reference number

Telephone number 07702074461 Date of previous inspection 8 June 2018

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Information about this early years setting

Hampton Magna Preschool registered in 1985. The pre-school is open Mondays, Wednesdays, Thursdays and Fridays from 8.30am to 4pm, during school term time only. The pre-school employs seven members of childcare staff, three of whom hold appropriate early years qualifications at level 3. The manager holds a level 6 qualification. 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 manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 inspector spoke to several parents during the inspection and took account of their views.

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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 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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