Bretforton Preschool Playgroup

Inspection of Bretforton Preschool Playgroup Village Hall, Main Street, Bretforton, Evesham, Worcestershire WR11 7HY

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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 children with good settling-in procedures which help them to be ready for the move from home to the pre-school. Children arrive happy and leave their parents or carers with ease. They are eager to play and motivated to learn. Children form secure relationships with the caring staff team who know them well. They play cooperatively with their friends and clearly enjoy the time they spend at the pre-school.

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The provision is good

Children make good progress in their learning and development because staff plan a broad curriculum around their interests. Children know what staff expect from them. For example, they put on an apron before they excitedly explore resources, such as paint. Children carefully use brushes and rollers to create a picture. They are proud of their achievements and place their picture safely on the table, ready to take home. Care and hygiene practice is good. Pre-school children are independent and manage their self-care. They wash their hands at regular intervals throughout the day. Staff sensitively attend to young children's personal care. They encourage them to help find their bag and nappy. This helps young children to become actively involved and develop a sense of self.

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need to do better?

n The manager knows her staff team well because she works alongside them each day. She regularly meets with staff to discuss best practice. The manager ensures all staff attend mandatory training, such as safeguarding and paediatric first aid to keep their knowledge and skills up to date. However, she is yet to accurately identify gaps in staffs' knowledge and skills to target professional development opportunities on raising the quality of their teaching to the highest level. n Staff gather a range of information from parents when children first begin to attend to help them meet their individual needs. For example, parents complete an 'all about me' document which seeks details about children's likes, interests and care needs. However, staff are yet to gather enough information about what children already know and can do at home to support staff to accurately plan for their learning from the outset.

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need to do better?

n Most children behave well. They know what staff expect from them because staff remind them of the rules. For example, to do good sitting, listening and looking. However, staff do not always consider how best to support young children's behaviour. They do not always adapt their interactions to make sure rules and guidance are developmentally appropriate and support their individual needs n Staff effectively support children with special education needs and/or disabilities (SEND). They develop good relationships with parents to promote consistency in

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need to do better?

24 May 2024 their learning. The manager is also the special educational coordinator (SENCO). She regularly meets with other professionals to share information and provide targeted support for children with SEND to help them to make the best possible progress from their starting points. n Staff organise the learning environment well. They position themselves around the room to support children's play and ensure children are always adequately supervised. Staff encourage children to become confident communicators. They engage them in thoughtful conversations throughout the day. For example, during group activities they discuss the weather and staff ask children to recall their experiences from home. n Staff regularly take children for walks into their community to support their understanding of the world around them. Children are beginning to learn how to keep themselves safe. For example, staff remind them they must wear the high

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need to do better?

visibility waistcoats so drivers are able to see them. n Partnerships with parents are good. Staff share information with them in a range of ways. For example, they talk to them at drop off and collection times and staff add information to children's daily diaries. Parents are very happy with the care and education their children receive. They speak highly of the manager and the staff team. Parents feel well supported and informed. They comment on how happy their children are to attend and value the artwork children bring home.

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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 professional development opportunities more precisely to identify gaps in staffs' knowledge and raise the quality of their teaching to the highest level n gather more information from parents on induction about children's prior learning to plan more accurately for their learning from the outset n review behaviour management for the youngest children to offer consistent rules and guidance which are developmentally appropriate and meets their individual needs.

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Setting details

Unique reference number 205253 Local authority Worcestershire Inspection number 10335594 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 Sessional day care

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inspection

Total number of places 26 Number of children on roll 26 Name of registered person Bretforton Preschool Playgroup Committee

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reference number

Telephone number 07841985814 Date of previous inspection 21 June 2018

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Information about this early years setting

Bretforton Pre-School Playgroup opened in 1981. The setting employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The setting opens five days per week during school term times. Sessions are from 9am until 1pm on a Monday, Tuesday, Thursday and Friday, and from 9am until 3pm on a Wednesday. 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 inspector viewed the provision and discussed the safety and suitability of the premises. 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 inspector spoke with the nominated individual who is also the manager about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities.

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Inspection activities

n The inspector observed the interactions between staff and children. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

24 May 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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