Scallywags Pre-School

Inspection of Scallywags Pre-School The Jubilee Suite, The Parish Hall, Halwill Junction, Beaworthy, Devon EX21 5XR

p.1

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children arrive happily and confidently separate from their parents or carers. They make independent choices about what they would like to play with from the well- resourced environment. Children are very confident. They approach visitors as soon as they arrive and talk about themselves and ask to sit on visitors' laps to look at a book.

p.2

The provision requires improvement

Overall, most children gain the necessary knowledge and skills that they need for their future learning, including school. Children are imaginative, and they play well together. For example, they role play being builders together, sawing and cutting boxes by using pretend tools. However, the manager and the staff are not always clear about what they want children to learn, so the activities are not consistently tailored to the children's learning needs closely enough.

p.2

The provision requires improvement

Although the curriculum meets the needs of most of the children attending, it does not have the level of detail in its design to enable staff to meet the learning needs of those children with special educational needs and/or disabilities (SEND). This means that staff do not provide children with SEND with the support and interactions that are needed to develop their knowledge and skills, which, at times, causes these children distress, and they are often left to wander aimlessly or are sat with minimal interaction for long periods of time.

p.2

The provision requires improvement

Overall, children develop confidence and independence. They learn how to put on their coats and aprons. They make choices about what to eat at the snack table. However, at times, staff do not deploy themselves effectively. They do not always ensure that children are supervised during mealtimes.

p.2

The provision requires improvement

Staff are kind, and they model the behaviour they expect of the children they care for. They greet children warmly on arrival and offer affection when children are upset or need a cuddle. This helps children to settle well into their day. Children eagerly explore the environment, indoors and outside. They thoroughly enjoy the time they spend outside in the garden, where they have plenty of opportunities to extend their physical skills, enjoy nature and become engrossed in role play.

p.2

need to do better?

n The special educational needs and disabilities coordinator (SENDCo) has not ensured that the curriculum is designed to give children with SEND the knowledge and skills they need. She has received support and guidance from external agencies, including examples of strategies to use to support individual children, but she has not ensured that effective strategies and systems are in place to support the individual needs of children with SEND. This means that

p.2

need to do better?

23 May 2024 levels of teaching for children with SEND are not good enough, and these children continue to experience difficulties that cause barriers to learning. n Staff have some learning aims for the activities they provide. However, the manager does not provide each child with an ambitious education programme that helps them to achieve their full potential. For example, during a board game activity, some children are told that they cannot have a turn because there is not enough space for them, and they sit waiting for the game to finish. Other children who are playing the game are disengaged and talk over the top of the other children. This means that children do not have enough good opportunities to build on their knowledge and skills for their future learning. n Children develop a love of books. When staff read to them, they vary their tone and rhythm to capture children's attention, and they encourage them to recall

p.2

need to do better?

the missing words in their favourite stories. Children concentrate well when they choose to look at books independently. n Although adult-to-child ratios are maintained, staff deployment is not effective in ensuring that children are supervised appropriately. For example, children are left unsupervised at the table while they are eating their snack, and some children put the knife in their mouth, which staff do not immediately notice or address. At times, staff prioritise tasks, such as cleaning and tidying up, over supervising and supporting the children sufficiently. n Staff help the pre-school children become confident and skilled to explore mathematical ideas. Pre-school children are encouraged to estimate how many bangles they think are in the pot. Staff take time to explain what 'estimate' means, and children show great delight when they start to estimate the amount and then work together to count them all. Staff extend children's mathematical

p.3

need to do better?

knowledge further by showing the children the numerals on a number line and encouraging them to have a go at finding different numbers. n Parents report that communication from the setting is a strength and that they feel well informed. They receive information about what children are learning. This helps them to be more involved in their children's development and more able to support their children's learning at home. n The manager and the staff support children to be emotionally ready for their move on to school. They invite teachers into the nursery to see and interact with the older children. This helps children to become familiar with the adults who will be caring for them when they move on to school. n Leaders are mindful of staff's well-being. The manager keeps in regular contact with the team, and staff comment that they feel supported and valued. The manager has considered aspects of the setting's practice to develop. She has

p.3

need to do better?

recently worked with staff to reorganise the indoor furniture and purchase low- level activity trays to encourage the children to focus on their chosen play better.

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

Due date

ensure that the curriculum for children with SEND is ambitious and meets their individual needs 20/06/2024

p.4

Due date

improve planning of the curriculum to target each child's learning needs and provide them with more challenging experiences, to help all children make good progress 20/06/2024

p.4

Due date

improve staff deployment to ensure that children are in sight and hearing of a member of staff during mealtimes. 20/06/2024

p.4

Setting details

Unique reference number 106369 Local authority Devon Inspection number 10339253 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 28 Number of children on roll 28 Name of registered person Scallywags Pre-School (Halwill) Committee

p.5

reference number

Telephone number 07552238793 Date of previous inspection 6 July 2018

p.5

Information about this early years setting

Scallywags Pre-School (Halwill) registered in 1992 and is a committee-run provision. The pre-school employs 8 members of childcare staff. Of whom, 6 hold an appropriate childcare qualifications. The pre-school opens from Monday to Friday, term time. Sessions are from 9.15am to 3.15pm, with an extension of 8.15am to 4.15pm on days when families require the additional wraparound care. The pre-school provides funded early education for two-, three- and four-year-old children.

p.5

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 have 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 the children to learn. n Staff and children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this had on children's learning. n The inspector carried out a joint observation with the manager of a group activity. n The inspector spoke to parents about the quality of education and care that their children receive at the pre-school. n The SENDCo spoke to the inspector about how they support children with SEND.

p.6

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.6

Inspection activities

23 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7