Little Owls Pre-School

Inspection of Little Owls Pre-School Icknield Primary School, Birdsfoot Lane, LUTON LU3 2JB

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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 Outstanding

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The provision is good

Children arrive happily at this friendly pre-school. Enthusiastic staff greet families and gather key information about children that could impact on their time at the pre-school. Children rush to join their friends and remain deeply absorbed in play throughout the session. Staff provide a wealth of age-appropriate resources and activities. They encourage children to explore them in their individual ways and adapt their teaching to support this. For example, in a sensory activity, some children choose to use shaving foam to stick blocks together. Staff encourage them to measure their structures and identify shapes they can see within them. Other children choose to add paint to the foam. Staff support their learning to the same high standard. Together they explore the different colours they can create and discuss the 'slimy' and 'puffy' texture of the foam.

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The provision is good

Knowledgeable staff support children with special educational needs and/or disabilities well in the pre-school. Key staff monitor children's progress closely. They identify any concerns and ensure appropriate learning plans are swiftly put in place. Staff use their strong knowledge and extensive experience to provide additional support for children during activities. This ensures all children settle well in the pre-school, build close relationships with staff, and make good progress from their starting points.

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need to do better?

n Staff support children's mathematical learning well. They plan enjoyable activities based on children's individual interests and needs. For example, children have a keen interest in insects since hatching their own butterflies. Staff encourage them to hunt for bugs hidden in sand, counting how many they can collect. Older children complete more ambitious tasks, such as sorting plastic insects according to their colour and features. n Children leave the pre-school well prepared for their next stage of learning. Class teachers from their new schools visit them in the familiar pre-school environment. This allows children to build these new relationships with their nurturing key staff on hand for support. Over the course of the year, the setting adapts its routines to help prepare children for school. For example, children practise pouring their own drinks and opening food packaging. These skills enable them to manage mealtimes independently.

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need to do better?

n The pre-school provides opportunities for children to develop their communication skills. Staff role model new words during activities. For example, children learn about the height and length of the models they create. Children enjoy regular group sessions, where they sing songs and explore books with staff. However, on occasion staff are not always distributed effectively to provide such focused learning opportunities during sessions of free play.

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need to do better?

3 July 2024 n Children learn about the importance of leading healthy lifestyles in age- appropriate ways. Staff sit with children during meals and snacks. They discuss the healthy choices of foods they eat and how they give them energy to play. Children have continuous access to outdoor play in the well organised garden. They create their own planters to grow fruits and vegetables in and enjoy playing games that support their physical development. n The provider supports staff development and well-being by conducting regular appraisals to identify areas for development. Staff are well qualified and committed to enhancing their knowledge further. They have access to a wealth of online and face-to-face training opportunities to support their professional development. However, staff coaching is not yet sufficient to enable staff to identify areas to improve their practice and share their knowledge and skills with

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need to do better?

one another. n Relationships with parents are of a high standard. Parents praise the team for the care and teaching they provide. They acknowledge how this helps children feel happy and settled. Parents are encouraged to take an active role in their children's learning. They regularly visit the pre-school for consultation sessions, where they discuss children's progress and how to further support their learning at home. Staff plan wonderful opportunities for parents to gather a deep insight into children's time at the pre-school. For example, parents join children for picnic lunches and watch the end of year plays that children perform.

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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 establish effective coaching methods that support staff to raise the quality of their teaching to a consistently high standard n plan more effective allocation of staff to ensure children's learning is promoted to the same high standard across all activities.

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Setting details

Unique reference number EY413535 Local authority Luton Inspection number 10351757 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 32 Number of children on roll 67 Name of registered person Langford, Elaine Margaret

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reference number

Telephone number 07854 294 731 Date of previous inspection 15 October 2018

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Information about this early years setting

Little Owls Pre-School re-registered in 2010 and employs 10 members of childcare staff. Of these, nine hold early years qualifications at level 3 or above. The pre- school opens from Monday to Friday during term time. Sessions are from 8.45am until 3.15pm. 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 inspector considered the views of parents by speaking to several during the inspection. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and manager completed joint observations of activities to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

3 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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