Newton Solney Pre School

Inspection of Newton Solney Pre School Newton Solney C of E Infant School, Trent Lane, Newton Solney, Burton-on-Trent, Staffordshire DE15 0SF

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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 eager to start their day in this inviting and stimulating pre-school environment. They receive a warm welcome from the kind and attentive staff. Children hang up their belongings on their own named peg and find their name on the self-registration board. Staff praise children for their amazing creations, for example when they bring in their own mini garden for a local gardening competition. They acknowledge children's achievements, helping children to feel valued and supporting their emotional well-being.

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The provision is good

Staff teach children how to keep themselves safe using different tools. This results in children competently using scissors, tape dispensers and a wide range of craft materials. When children finish their artwork, they take it to their own named clipboard on the wall. Children are proud of what they create, and they comment kindly on other people's work. As a result, children remain highly engaged and behave well together.

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The provision is good

Children relish their time in the outdoor area. Staff support them to take and manage risks that are appropriate for their age and stage of development. For example, children are confident in their abilities as they pedal tricycles and navigate themselves safely around the play area. They balance and jump, showing good strength and coordination in their bodies.

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need to do better?

n Staff gather detailed information from parents when children first start at the pre-school. This helps them to understand each child's interests, home background and starting points. As a result, the manager and staff have planned an effective curriculum that builds on children's knowledge and skills and clearly identifies next steps for learning. n Staff engage well with children, asking questions and initiating conversation to support language development. Staff help children to learn action songs and rhymes. Children develop their listening and attention skills as they excitedly join in with these familiar songs and actions. n Staff enthusiastically read stories and ask children to predict what might happen next, to develop children's literacy skills. Children know that the writer of the book is an author and the person drawing the pictures is an illustrator. However, at times, staff do not always notice and include quieter children during group

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need to do better?

activities. Consequently, not all children are supported to fully engage in the learning opportunity. n Staff use the curriculum well to build up children's writing skills. The environment is well equipped with pencils, crayons and chalks, and staff regularly support younger children in making marks and recognising their

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need to do better?

4 June 2024 meaning. Staff encourage the older children to write their own name on the Father's Day cards that they have made. They write their names with recognisable letters. n Staff weave mathematical concepts through children's play and during routines. For example, staff model mathematical language, such as 'shorter' and 'longer', as they encourage children to compare the size of objects. Staff invite children to count each other at circle time or count how many bricks make up their tower. n Opportunities to enhance children's growing independence are well planned. For example, staff show younger children how to put one shoe on and then ask them to try and put their other shoe on. They encourage children to keep going and celebrate with them when they succeed, building on their self-belief. Older children are confident to put on their own coats and shoes. They use the toilet independently and wash and dry their hands. They pour their own drinks and

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need to do better?

wash and dry their own tableware at snack time. n Staff join in with children as they play dentists. They talk together about the importance of oral hygiene. Staff model how to brush teeth round and round and from top to bottom. This supports children to adopt a healthy lifestyle and to develop positive attitudes for the future. Children also develop the small muscles in their hands during this activity as they squeeze toothpaste onto the toothbrush and clean the toy teeth. n Staff speak positively about how the manager supports their well-being and how they are a close-knit team. The manager regularly observes staff practice and uses supervisions to discuss training opportunities. However, supervisions do not always focus sharply enough on what individual staff need to do to build on their skills and knowledge to improve outcomes for children. n Partnerships with parents are very strong, and parents report that their children

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need to do better?

are happy and well cared for. They state that staff are good at sharing information and keeping them informed about their children's progress. Parents are made to feel very welcome and say that the pre-school is a real community.

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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 strengthen supervision arrangements to support staff's professional development to further improve outcomes for all children n improve how staff include quieter and less-confident children in group activities so that they benefit from the intended learning.

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Setting details

Unique reference number 206830 Local authority Derbyshire Inspection number 10338338 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 20 Number of children on roll 27 Name of registered person Newton Solney Pre School Committee

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reference number

Telephone number 07788423171 Date of previous inspection 12 September 2018

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Information about this early years setting

Newton Solney Pre School registered in 1999. It is run by a committee and is based in the grounds of Newton Solney Infant School. The pre-school employs four members of childcare staff; of these, one holds qualified teacher status and two hold an early years qualification at level 3. The pre-school opens from Monday to Friday, during term time only. Sessions are from 9am until midday on Monday, Wednesday and Friday and 9am until 3pm on Tuesday and Thursday. The pre- school provides funded early education for 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 manager and inspector completed a learning walk to gather information about how the provision and curriculum are organised. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents spoke to the inspector and provided their written views of the setting. n The inspector observed the quality of teaching, indoors and outdoors, to assess the impact of this on children's learning. n The manager and inspector completed a joint observation to evaluate the effectiveness of teaching. n The inspector held a meeting with the manager and looked at relevant documentation and evidence of staff suitability.

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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

4 June 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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