The Garden Pre-School

Inspection of The Garden Pre-School Emmanuel Baptist Church, Western Terrace, FALMOUTH, Cornwall TR11 4QJ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Leaders have made good improvements since the last inspection. There is an ambitious and well-designed curriculum. Staff build on what children know and need to learn next. They ensure all children make good progress in the prime areas of learning. For example, pre-school-age children make vegetable soup for their snack. They choose carrots, potatoes and onions. Staff model how to cut and peel safely using safety knives. Pre-school-age children copy and develop their finger dexterity. They engage in back-and-forth conversations with staff and improve their speaking skills. Pre-school-age children talk about where the vegetables come from. Afterwards, they write and draw recipe cards. Staff display their recipes on the wall. These children are proud of their efforts and show high levels of self- esteem.

p.2

The provision is good

All children have a strong sense of belonging. Pre-school-age children find their names and self-register on arrival. Staff teach these children about democracy. Pre- school-age children place their names underneath a picture of a storybook they would like to read before lunch. Later, staff count the names and read the book with the most votes. All children feel included. Staff have positive relationships with children and make them feel safe. For example, they help toddlers to make choices. They ask them if they want their name written on their artwork. Toddlers know their voice is important and they feel secure.

p.2

need to do better?

n Leaders have improved how staff support children with special educational needs and/or disabilities (SEND) effectively. Following training, staff have a wider knowledge and understanding of how they can meet children's needs. For example, staff help children with SEND communicate what they would like to do next. They provide a 'choice board' with visual cues. This helps children to understand the routine and improves their well-being. n Children show resilience and develop their problem-solving skills. For example, pre-school-age children accept a challenge to make their way around the garden without touching the ground. They work together and lay wooden planks along the floor. Pre-school-age children take turns walking along the planks. They put their arms out and use their balancing skills to keep off the ground. Toddlers also gain confidence in their physical abilities. They hang upside down on a small

p.2

need to do better?

climbing frame. Toddlers use their upper body strength to pull themselves up and move in between the rails. n Children are curious and like to be independent. Toddlers decide to search for bugs and look through a magnifying glass. They broaden their knowledge of numbers and count how many they can see. Staff explain that objects become 'bigger' when they look through the glass. Pre-school-age children notice the

p.2

need to do better?

15 May 2024 bugs and go to find a book about insects. Staff ask pre-school-age children 'Why do insects camouflage themselves?' These children learn what camouflage means. They tell staff 'they may be afraid of big things'. Children gain a wider understanding of the natural world and expand their vocabulary effectively. n Staff teach pre-school-age children how to manage their own safety. For example, they show children how to hold scissors safely when cutting. However, at times staff do not fully support pre-school-age children to understand the rules of the setting and follow instructions. For example, at times staff ask these children to stop what they are doing but do not explain why. Sometimes, these children do not follow the instructions because staff do not give clear explanations. n Staff carry out an activity with pre-school-age children to develop their early writing skills. They teach them how to hold a pen and draw with accuracy.

p.2

need to do better?

However, staff do not always manage distractions to ensure these children remain engaged and focused on their learning. For example, staff carry out adult-led activities with other children nearby. At times, pre-school-age children become distracted and do not extend their learning as well as they could. n Leaders work closely with parents to further children's learning at home. For example, they set up a lending library for children and celebrate children's love of books. Pre-school-age children choose a storybook to take home and share with their families. Parents record what their children have liked about the book. Children talk about the book with staff when they bring it back.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop how staff support pre-school-age children to understand the rules of the setting and help them follow instructions n manage distractions to ensure pre-school-age children remain engaged and focused on their learning.

p.3

Setting details

Unique reference number 102879 Local authority Cornwall Inspection number 10306664 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 28 Number of children on roll 44 Name of registered person The Garden Pre-School Committee

p.4

reference number

Telephone number 01326 315002 Date of previous inspection 14 July 2023

p.4

Information about this early years setting

The Garden Pre-School is a committee-run group that registered in 1998. It operates from two rooms adjoining the Baptist Church Hall, in Falmouth, Cornwall. The pre-school is open Monday to Friday, from 8.30am until 3pm, during during term time. The pre-school is in receipt of funding for the provision of free early education for children aged two-, three- and four years old. The pre-school employs nine members of staff. Of these, two hold qualified teacher status, one holds early years teacher status and four hold early years qualifications at level 3. There is one administrator and one member of staff who is unqualified.

p.4

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 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 Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 manager and the inspector carried out a joint observation of a group activity.

p.5

Inspection activities

n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

p.5

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.

p.5

Inspection activities

15 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6