Arlesey Pre-School

Inspection of Arlesey Pre-School Arlesey WI Hall, High Street, Arlesey, Bedfordshire SG15 6SN

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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 happily at the pre-school; friendly staff greet them at the door and children separate easily from their parents. They are gaining strong independence skills, such as children sort out their belongings and know what to do to self- register. The key-person system is strong. Children seek out their key person for a quick cuddle or to share their pictures with. Staff are always available for these positive interactions and this helps children to feel secure. Children's skills are developing well. They receive consistent praise and encouragement from adults. Children are keen to help their peers, for instance they model how to use scissors to cut on a line.

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The provision is good

Children are learning well as they work through a well-planned sequenced curriculum. Staff know what they want children to learn and the steps they need to work through to achieve vital skills for moving on to school. Children are motivated to try new things and have a go. They persevere in completing puzzles and show pride in their achievements. Children benefit from spending time outdoors. They are active and are learning to use their large muscles for pedalling tricycles and playing football. Children work together on tasks such as building. They discuss their ideas and what role they will play in the building process. Children play together very well and their behaviour is good.

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need to do better?

n Staff take time to get to know children and their families when they first join the pre-school. They use the information they gain to help them understand and plan for children's individual care and learning needs. Ongoing information sharing with parents enables staff to keep their knowledge of children and families current. As a result, children are supported to make consistently good progress. n Staff provide good support for children's communication and language development. For example, they sit alongside children in the book area to read stories and children join in. Children are gaining confidence in speaking at group times and are keen to express their thoughts and ideas. These good opportunities help children to become confident talkers. n Children are learning about each other and how their families are in some ways the same and in other ways different to their friend's. One way they do this is

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need to do better?

through sharing family books. Children compare photographs of their families and discuss who people are. This results in children comparing and celebrating their similarities and differences. n Staff support children to enhance their mathematical language and knowledge. For example, they encourage children to talk about the shapes they make out of dough. Children show they are learning how to sequence higher numbers. For

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need to do better?

16 May 2024 example, when they talk about the day's date they confidently express what number was before and what will come next. n Parent's comments about the pre-school and staff are positive. They state they feel well informed about their children's development and know how to support their learning at home. Parents say children benefit from having the same key person throughout their time at the pre-school. This helps their children feel secure as the key person knows and understands them as individuals. n Children are developing into independent learners and demonstrate that they enjoy the activities provided. They move around the different learning areas with confidence, seeking out what they want to do next. However, the routine for snack time is too rigid. This results in children loosing learning time as they wait around for snack, but there is not room for them at the table. n The staff team is very well established, and turnover is low. Despite this, the

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need to do better?

provider has robust recruitment procedures in place to help ensure staff are suitable to work with children. Staff report they are supported well by the provider and that their well-being is good. There are some systems in place to support staff's practice and to help them develop further, such as through supervision meetings. However, leaders do not yet fully support staff to expand their individual skills, such as through observations of practice and tailored ongoing professional development.

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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 interest first.

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should:

n review the organisation of snack time to ensure children remain engaged in learning and activity n develop further opportunities to extend staff's knowledge and practice to an even higher level.

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Setting details

Unique reference number EY312527 Local authority Central Bedfordshire Inspection number 10339145 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 24 Number of children on roll 50 Name of registered person Arlesey Preschool Committee

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reference number

Telephone number 07815 293670 Date of previous inspection 2 July 2018

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Information about this early years setting

Arlesey Pre-School registered in 1983. The pre-school employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time from 8am until 3.15pm. 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 club received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and managers and has taken that into account in her evaluation of the club. n The inspector and one of the acting managers took a tour of the pre-school and talked about how the curriculum is organised and implemented in practice. n The inspector observed the quality of education and assessed the impact this has on children's learning. n A joint observation was carried out and discussed between the inspector and one of the acting managers. n The inspector met to discuss the leadership and management of the pre-school with the provider and acting managers. The inspector looked at relevant documents, including evidence of the suitability checks carried out on staff and safeguarding and complaints procedures. n The inspector spoke to staff and children at appropriate times during the

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Inspection activities

inspection. She also spoke to a number of parents 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

16 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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