Longwell Green Pre-School

Inspection of Longwell Green Pre- School Longwell Green Community Association, Shellards Road, Bristol BS30 9DU

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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

The provider has high expectations for all children. Staff deliver a balanced curriculum to support children's learning and development and ensure they all make good progress from their starting points. Staff prepare children well for their next stages of learning, working effectively with parents and external professionals.

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The provision is good

Staff know the children and their families well. All children receive home visits and attend stay-and-play sessions before they join to help with the transition to pre- school. Staff use their knowledge of children's individual needs, information from parents and children's interests to provide enjoyable learning opportunities. Children become absorbed as they look for minibeasts in the garden, engage in artwork or sit quietly exploring how to build different constructions with building blocks. Children show positive attitudes to learning.

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The provision is good

Children play happily, supported by staff who support and extend their learning well. Staff show genuine pleasure in children's company. They talk to them about what they are doing and listen carefully to what they have to say. Children feel valued. They show a sense of belonging and well-being.

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The provision is good

Children form secure attachments with the warm and caring staff, which helps them feel safe and secure. They form friendships with their peers. They play together sharing and taking turns. Children show confidence and independence as they explore the learning environment. Children's behaviour is good.

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need to do better?

n Partnership with parents is strong. Parents comment positively on the progress their children make and the good relationships they have with the staff. The setting shares information about children's learning with parents to promote continuity of care and learning. Parents comment that staff are caring and that their children love attending the setting. n Staff support children's communication development well. Children show concentration and enjoyment as they listen to staff read stories and sing songs. Staff use a variety of techniques to develop children's understanding of language, including signing and visual aids. Children show good communication skills. n Children show pride in their achievements. For instance, they say, 'I wrote my name' and delight as staff praise them. Staff follow the interests of older children who enjoy making marks in preparation for later learning in school. n Staff support children's personal social and emotional development well. They

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need to do better?

help children to learn how to keep themselves safe. For instance, children wait for a turn if there are already four children on the climbing frame. Staff and

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need to do better?

4 July 2024 children talk frequently about the setting's expected behaviour and children's emotions. This has a positive impact on children as they learn to manage their own behaviour. n Staff provide exciting activities for children across the areas of the curriculum. Children show delight as they use different art materials to draw a ladybird, investigate how a mini solar fountain works and play with water and various containers to explore measurement. However, staff are not always clear what they want children to learn from these activities. As a result, staff do not always take into account what children already know and can do to be able to extend their learning further. n Staff teach children about healthy lifestyles, such as the importance of a balanced diet, oral health and hygiene practices. Children have good opportunities to develop their physical skills. They freely access the garden where they enjoy running, balancing, playing with balls and pedalling bicycles.

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need to do better?

n Staff do not promote diversity effectively. They celebrate some festivals. However, this is not sufficient to support children in their understanding of the wider world and of similarities and differences between themselves and others. n Leadership and management is strong. The staff evaluate their practices regularly. They make targeted changes to achieve good outcomes for all children. For instance, a review of their personal, social and emotional development curriculum has a beneficial impact on children's overall behaviour, due to staff adopting clear and consistent approaches to supporting them as a result. The manager conducts regular meetings with staff to support their well- being and professional development.

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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 support staff to focus more precisely on what they want children to learn during planned activities to ensure they consistently build on what children already know and can do n provide more opportunities for children to learn about diversity and lives different from their own.

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Setting details

Unique reference number EY501436 Local authority South Gloucestershire Inspection number 10351012 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 38 Number of children on roll 37 Name of registered person Longwell Green Pre-School Playgroup

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reference number

Telephone number 0117 9325111 Date of previous inspection 26 September 2018

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Information about this early years setting

Longwell Green Pre-School registered in 2016. The pre-school employs five members of childcare staff, four of whom hold appropriate early years qualifications ranging from level 3 to 5. The pre-school opens from Monday to Thursday from 9am until 4pm and from 9 am until 1pm on Fridays during school term time only. 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 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 joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want the children to learn. n The manager and inspector conducted a joint observation. n The inspector observed the quality of education and interactions between staff and children and assessed the impact on children's learning. n The inspector held a meeting with the managers. A sample of relevant documentation was viewed.

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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 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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