Pied Piper Pre School

Inspection of Pied Piper Pre School St James' Church Hall, Kirkgate, Silsden, Keighley, West Yorkshire BD20 9JS

p.1

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

p.1

The provision is good

Children who attend this safe setting are settled and confident learners. Staff support children to settle quickly and, as a result, all children are happy to enter the setting without their parents or carers. Staff encourage children to be independent, for example, through self-registration. They support children to be enthusiastic learners through displaying enjoyment and excitement in children's learning. Overall, staff extend children's learning and encourage children to offer suggestions.

p.2

The provision is good

Staff know children very well and, as a result, they share in-depth conversations with children about their families and experiences. They know children's next steps in development and share these with parents. Staff implement the curriculum through carefully planned activities and provision. As a result, children are well prepared for school. Staff support younger children during activities and at group times so that all children access learning at their own level.

p.2

The provision is good

Staff encourage children to make choices, for example choosing where they would like to play. Children work alongside each other, chatting happily. They manage their own self-care, washing their hands and blowing their noses independently. Children's behaviour is good. Staff encourage children to take turns and share, and children are able to display this behaviour independently in the setting.

p.2

need to do better?

n Staff skilfully promote mathematics through activities and the learning environment. For instance, they work with children to build a rocket using building blocks. Staff encourage children to count the number of blocks they have and to identify if staff have 'more' or 'less' in their rocket. Other children explore playing with shapes and recognise two- and three-dimensional shapes. Staff support children to problem-solve, using their fingers to count. n Staff develop children's vocabulary effectively. When children mispronounce words, staff repeat the words back, modelling them correctly. Staff extend children's vocabulary through the learning experiences they offer. For example, when discussing the weather, children use the word 'overcast'. Staff provide a narrative to children's play, supporting them to develop their vocabulary and language, modelling correct grammar. As a result, children display excellent

p.2

need to do better?

communication and language skills. They are confident speakers. n The well-planned curriculum and provision provide lots of opportunities for children to develop their independence. During snack time, staff ask all children, including the youngest, if they would like water or milk, then encourage them to pour this into their cup.

p.2

need to do better?

3 July 2024 n Staff have a very good knowledge of children and their next steps in development. As a result, children make good progress in all areas of learning. Parents report that the setting has supported their children's confidence and independence. They welcome the opportunities for their children's physical development that the setting offers. n Staff have a good understanding of safeguarding and how to keep children safe in the setting. They talk about what they would do if they had concerns. Staff are able to talk about using devices safely and internet safety. Leaders acknowledge that more could be done to enhance children's knowledge about internet safety. n Children follow routines, and staff regularly praise children for displaying positive behaviour. Staff support younger children to regulate their behaviour and to join in at group times. n Leaders have implemented training within the staff team and monitor the

p.2

need to do better?

benefits of this, identifying the effects of training on practice. The manager ensures that the staff take part in regular supervision sessions, checking their knowledge and sharing up-to-date information. n Children in this setting are confident and engaged learners. However, on occasions, their learning is disrupted by staff taking them from their chosen activities to go and do other activities, such as having snack or having their nappy changed. n Staff develop children's confidence, such as during group times. For instance, they ask children to identify what they would like for snack the following week. Children confidently select pictures and share them with staff.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n help children to extend their knowledge of internet safety n support staff to help children to remain engaged in activities in which they are interested.

p.3

Setting details

Unique reference number 302001 Local authority Bradford Inspection number 10351355 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 24 Number of children on roll 21 Name of registered person Pied Piper Pre School Committee

p.4

reference number

Telephone number 07971723375 Date of previous inspection 30 October 2018

p.4

Information about this early years setting

Pied Piper Pre School registered in 1987 and is located in Silsden, West Yorkshire. The setting employs eight members of childcare staff, seven of whom hold appropriate qualifications. Of these, one member of staff holds qualified teacher status and five staff are qualified at level 3. Sessions are from 9.15am to 3.15pm, Monday to Friday, during term time. Children are able to attend morning, afternoon or full-day sessions. The setting provides funded early education for two-, three- and four-year-old children.

p.4

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 viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

p.5

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.

p.5

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6