Roundabouts Pre-School Partnership

Inspection of Roundabouts Pre-School Partnership Roundabouts Pre School, Southey Road, Clevedon BS21 6NY

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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 Not applicable

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The provision is good

Children make good progress in their learning from their individual starting points and gain the skills they need to prepare them for school. This includes children with special educational needs and/or disabilities (SEND). Children's good progress can be attributed to the support they receive from the friendly staff team. All children show that they are settled, happy, and enjoy their play and learning experiences.

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The provision is good

Children learn to play cooperatively and older children happily involve younger children in their play. All children are well behaved. They learn to take turns, follow instructions from staff well and also gain independence. For example, they know the sound of a tambourine is an advance warning for tidy-up time. When the tune 'Whistle while we work' plays, they join in singing and get busy with tidying away activities. Children work together. For example, children hold open the swing-top bin while others tip the sand they have collected from a dustpan.

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The provision is good

Children develop their language and early writing skills. Children learning English as an additional language quickly increase their vocabulary and understanding of English. Staff know children's home languages. A world map display with buttons children can press to hear their home languages is used effectively to show that children's home languages are valued. Staff provide sensitive support for children who find verbal communication more difficult, and they are highly responsive to their non-verbal communication.

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need to do better?

n The new management has embraced the challenge of taking over ownership of the pre-school. Together with the staff team they have created an inviting play environment and they make good use of the main play room, role-play area, outdoor area and new sensory room to promote children's all-round learning and development. n Management has a good oversight of the effectiveness of the curriculum. It works closely with staff to assess children's progress and identify gaps in their learning. n Although staff know instinctively when to play an active role in children's play and when to allow them to explore freely, there are times when quieter children do not benefit from high-quality interactions and the learning potential of activities they choose are not maximised. n Staff provide extra support for children with SEND, seeking outside professional support and funding as appropriate. The introduction of Daisy, their support dog

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need to do better?

in training, has excited the children. She provides a calming influence, particularly for children who find it difficult to communicate their needs. n Staff use children's interests to enhance the curriculum and adapt activities to

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need to do better?

1 July 2024 respond to children's ideas and learning opportunities that arise. For example, after making pretend smoothies, ingredients were sourced and children enjoyed a group activity making real smoothies to drink at snack time. Staff used the activity effectively to introduce mathematical concepts and understanding of the world. Children learned about halves and quarters as they cut fruit, and how the ingredients changed from solids to liquids when blended. n Children benefit from time spent in the garden. They develop their small and large muscles as they balance, run and propel themselves on balance bikes. They use their imaginations. For example, they find a hosepipe and become firefighters working together to fight put out fires. They practise their early writing skills at the chalk board. Staff talk to children about shapes, letter sounds, and the formation of letters and numerals. n Staff are positive role models and make use of all opportunities to demonstrate

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need to do better?

good manners. They foster children's self-esteem very well. They praise children highly for their achievements, such as trying new things and being helpful. n Staff promote children's communication and language and mathematical development well. They instinctively weave new vocabulary and many mathematical ideas into conversations. They actively encourage children to recognise numerals. For example, staff call out different numbers and children run excitedly to the correct numerals displayed outdoors. Children enjoy looking at books with staff and listening to stories. However, there is less opportunity for children to look at books independently and learn to handle them carefully. n Staff have strong partnerships with parents. They work closely with parents to help children to settle and to promote their ongoing learning and development. They routinely share information about children's experiences and progress, and

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need to do better?

parents value the various lines of communication. Parents are invited to stay- and-play sessions, and events, such as the children's graduation ceremony.

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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 monitor staff practice more closely to ensure that all children benefit from high- quality interactions that maximise their learning n create more opportunities for children to enjoy books independently and learn to handle them carefully.

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Setting details

Unique reference number 2673253 Local authority North Somerset Inspection number 10350650 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 40 Number of children on roll 60 Name of registered person Roundabouts Pre-School Partnership

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reference number

Telephone number 01275343924 Date of previous inspection Not applicable

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Information about this early years setting

Roundabouts Pre-School Partnership registered in 2022. It is in Clevedon in North Somerset. The setting operates during term time only and is open Monday to Friday from 8.30am to 4pm, with core hours being between 9am and 3.30pm. The team of staff includes the owner/manager, cook and childcare staff. The manager has a level 5 qualification, one member of staff is unqualified and the others hold appropriate qualifications. The setting is in receipt of early education government funding for children aged two, three and four years.

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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 inspector completed a learning walk with the owner/manager and discussed the use of the premises, staffing, children's needs, use of funding and the early years curriculum. n The inspector completed a joint observation of a large group activity with the manager. n The inspector observed the interactions between staff and children. n The inspector spoke to the manager, staff and children at appropriate times during the inspection. n The inspector spoke to some parents, read emails that parents provided for the inspection 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

1 July 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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