Boxmoor Pre-school

Inspection of Boxmoor Pre-school Cowper Road, Boxmoor, Hemel Hempstead, Hertfordshire HP1 1PF

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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 excitedly arrive at the pre-school, where leaders and staff welcome them to get ready for their day. Children develop warm relationships with staff. They feel safe and secure and put their belongings away and seek out activities. Children have developed secure attachments through an effective key-person approach. Leaders and staff provide children with a well-sequenced curriculum based on their interests. They encourage children to persevere in their chosen tasks, which supports children to have a positive attitude towards their learning.

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The provision is good

Communication and language are strong at the pre-school. Children build their listening and speaking skills through communication groups led by key persons. The pre-school's special educational needs coordinator (SENCo) is knowledgeable in her role and how she can support children and families. She works closely with other professionals to provide targeted learning for children to make progress.

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The provision is good

Leaders and staff act as good role models. Children demonstrate good behaviour and show care and respect for one another. Staff help children to understand about sharing and taking turns through play. Children show awareness of the pre-school rules and learn to embrace one another's differences. Children use photos to help show how they feel, and staff encourage them to talk about their feelings and emotions.

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need to do better?

n Leaders are committed to providing a clear curriculum for all children. They know children well and ensure that adaptations are made to meet children's individual needs. For example, staff support children with toilet training and work with children and families to ensure that they receive targeted support. This gives children confidence to talk about their needs, and staff help children to swiftly move on in their development to make them feel secure. n Relationships with parents are a priority of the pre-school. Parents speak highly of the various methods of communication with them. They discuss the importance of the individual care children receive through exceptional efforts made by leaders and staff. This helps children to transition into pre-school swiftly to help them feel settled and make good progress. n Children are provided with choices to play indoors or outdoors. They can decide how to create obstacle courses and explore a range of ways to be physical.

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need to do better?

Children can make decisions about where they would like to play and explore. However, staff do not always consider how they are deployed to ensure that children benefit from high levels of engagement in their learning. n Leaders place priority on the safety of children. Staff demonstrate exceptional understanding of safeguarding and the responsibilities they hold. Staff receive

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need to do better?

21 May 2024 regular training to support their knowledge of legislation, including child protection. This ensures that safeguarding children is always prioritised at the pre-school. n Children are supported with following their interests. Staff plan teaching and learning through focused activities. For example, children can explore various resources, such as play dough, to manipulate textures. Occasionally, staff do not consistently extend children's learning to build more thoroughly on what they know and can do through meaningful interactions. n The SENCo makes good use of regular communication group sessions to support children and target the support they need. The SENCo regularly works in partnership with other professionals to ensure that children have access to strategies and tailored individual support to make progress and develop well. There is a strong emphasis placed on positively working together to make

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need to do better?

further forms of assessment. n The committee supports the pre-school in its organisation. For example, it regularly fundraises and creates events to develop the pre-school and leads on this. Leaders and staff have opportunities to support with fundraising events. For example, children enjoy making art work and signs to show their participation in events. n Staff report that they feel supported by leaders. The manager ensures that staff have regular opportunities to identify their training needs. Staff discuss their professional development and undertake training regularly. As a result, staff feel valued and receive support to carry out their roles.

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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 the deployment of staff to ensure that children benefit from further engagement that supports their learning to a high level n help staff to strengthen the quality of their interactions with children so that teaching challenges and extends children's learning more effectively.

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Setting details

Unique reference number 129332 Local authority Hertfordshire Inspection number 10335807 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 Full day care

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inspection

Total number of places 28 Number of children on roll 39 Name of registered person Boxmoor Private Nursery Committee

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reference number

Telephone number 01442 402288 Date of previous inspection 28 June 2018

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Information about this early years setting

Boxmoor Pre-school registered in 1992. The pre-school employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 3 or above. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until 3pm. 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 pre-school 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, deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 Children spoke to, or communicated with, the inspector during the inspection. n The inspector carried out a joint observation of a group activity with the manager. n Parents shared their views of the pre-school with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

21 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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