Kirkburton Pre-School

Inspection of Kirkburton Pre-School The Sports Hall Hallas Road, Kirkburton, Huddersfield, West Yorkshire HD8 0QQ

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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

Kirkburton Pre-School thrives on being an open space for children and parents. Staff welcome families as they arrive. Children are happy and quickly engage with the range of activities available. They are very comfortable with staff, who are attentive and encouraging. Children feel safe and secure. There are strong relationships between staff and children. This supports the excellent behaviour of children. They are independent and help their friends. Staff promote children trying to do things for themselves. For example, finding ways to release dinosaurs from ice blocks. Children try to melt the ice with brushes and warm water.

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The provision is good

The bespoke curriculum is weaved throughout staff interactions, resources and activities. Children demonstrate independence as they clear their own snack plate and cup. They take turns with their friends and decide when they need their coat. Staff weave mathematics through play, for example, floating and sinking during water play. Children decide how many scoops of water they need to raise the cork to the top of a water tube. Children show delight when the cork rises to the top.

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The provision is good

Children are confident and happy, waving at visitors through the window and telling them how much fun they have at pre-school.

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need to do better?

n Leaders have a clear vision for children's learning. There are high expectations of all children including those children with special educational needs and/or disabilities. Leaders are passionate about outcomes for children. They are ambitious for children's learning and promote a culture of inclusivity to all. n The pre-school has created strong links within the community. Children visit the library, local shops or go on walks. This helps to develop children's understanding of the world. n Leaders have created relationships with local schools, this supports smooth transitions when children move on. They work together to ensure children have the skills and learning opportunities that mirror the school's practice. The local school shares tasks that the pre-school can work on for children to be ready for school, such as recognising their name. n Leaders are highly reflective of practice and continually evaluate the pre-school.

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need to do better?

Changes following the pandemic have continued, such as consistent handwashing. Leaders found children were more anxious since the pandemic. They created a calm space with strategies that children can use. This is supporting children's understanding of feelings and being able to self-regulate. Also, leaders recently adapted a reading area. This was to encourage more boys to access stories, supporting language development. n Staff's communication and interaction is excellent. They use questions to

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need to do better?

7 June 2024 challenge children's thinking and develop their thought processes. They model new vocabulary, such as 'nutrients' when creating a wormery and 'sour' when printing with fruit. n Children develop well with fine motor skills as they explore dough and make pretend ice-creams. However, staff do not consistently plan for children to extend their large physical skills. For example, children are routinely asked not to climb on structures, such as walls, in order to keep them safe. However, staff do not recognise the root cause of these actions and provide safe alternatives for children to practise and extend their skills. n Parents are highly complimentary of the pre-school. They comment on feeling included in their child's development. They love the topic sheets that the pre- school shares on a regular basis. They enjoy knowing which books the pre- school is reading and being able to borrow books to take home, to further

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need to do better?

support children's learning. n Staff know the children well and their starting points. They know how they are progressing and what they will be working on next with them. Staff have good knowledge of the areas of learning, including the reason for activities. They support children's interests, listening to their voice and opinions. n Staff have high well-being and they are supported by leaders who mentor and support them well. There are plenty of opportunities to develop professionally, through staff meeting discussions, professional reading and training courses. n Leaders use additional funding well to expand the experiences for children. For example, children have the opportunity to engage with theatre experiences. External providers bring stories to life at the pre-school. Healthy lifestyles are developed through fitness providers bringing yoga to the pre-school.

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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 plan more effectively to help children to extend their developing physical skills.

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Setting details

Unique reference number 311319 Local authority Kirklees Inspection number 10085109 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 28 Number of children on roll 30 Name of registered person Kirkburton Pre-School Committee

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reference number

Telephone number 01484 606 976 Date of previous inspection 11 July 2018

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Information about this early years setting

Kirkburton Pre-School was registered in 1992 and is located in Huddersfield. The pre-school employs six members of childcare staff. Of these, one holds an appropriate early years qualifications at level 5 and three hold level 3. The pre- school opens Monday to Friday, term time only. Sessions are from 9am until 3pm. They accept places for the 2-, 3- and 4-year old funding.

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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 together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the registered individual about the leadership and management of the pre-school. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting 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

7 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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