Firestation Pre-School

Inspection of Firestation Pre-School Sheepfoot Hill, Castlegate, Malton, North Yorkshire YO17 7EA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Staff create a wonderfully warm, inclusive environment that helps children and their families to feel valued. Children bond with staff, and they settle very quickly due to the trusting relationships. They are happy and engaged in their play and learning throughout the day due to the level of support they receive. They also snuggle happily with staff when they need extra support.

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The provision is good

Staff successfully help children to talk about their feelings and emotions. Children confidently join in at group time. They say they are happy when other children share with them and that their parents make them feel loved. They go on to say what makes them sad and what they sometimes find scary. They know that they will be listened to and that their ideas and feelings are valued. Staff are proactive in helping children learn the skills and knowledge to keep themselves safe and well.

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The provision is good

Children become used to following meaningful routines and listening to the adults. This supports their learning and their excellent behaviour. Children who struggle with group situations are sensitively supported until they are able to re-engage. Parents confirm that the support for their children's behaviour has been phenomenal and that their children see preschool as a 'safe place'.

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need to do better?

n The well-established staff team is developing a clear expertise in supporting children with additional care and learning needs. The manager works tirelessly, linking with other agencies where appropriate, to make sure that children's needs are fully supported. Nothing is left to chance in relation to children's individual needs and circumstances. This means that such children are as settled as possible and make as much progress as they are able. n Staff provide interesting learning experiences that all children access at their own level. Staff reinforce children's learning by helping them to remember what they have learned. For example, the most-able children spontaneously sing 'Bring your bat and ball,' when asked how they remember the sound 'b'. They also remember that they learned about their sunflower seeds needing water to help them to grow. n The curriculum on the whole is very effective and children make particularly

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need to do better?

good progress in their language and communication skills. Parents of children with special educational needs and/or disabilities or who speak English as an additional language say their children's language has improved greatly since attending the setting. Children love songs and stories; they learn a great many songs that support their learning in other areas. For example, they sing about how to wash their hands properly and about the sounds of the letters that they know.

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need to do better?

2 July 2024 n Children's learning is monitored to make sure that they are all making as much progress as possible. Nevertheless, there are occasional gaps in children's knowledge. Staff have not fully addressed why some of the most-able children can recognise familiar letters, yet do not recognise numbers as easily. n Parents are helped to support their children's learning effectively. For example, communication and behaviour techniques are successfully shared with parents for consistency and continuity. However, staff do not routinely share the words for new songs with parents. This means some parents are not able to help their children as much as they could. n Children's good health is promoted. They love being active outside in the fresh air. They enjoy fresh vegetables for snack and know that they need to drink water regularly to keep their bodies and brains hydrated. n Staff help children to become increasingly independent. The most-able children

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need to do better?

have learned to open their own lunch boxes and manage their personal hygiene in preparation for the transition to school. Even the youngest children independently get a tissue for their nose and put it in the bin. n Staff use praise and encouragement effectively to keep children positive and motivated. This means that children learn to persevere at a task. For example, they concentrate for quite some time until their jigsaw is complete. Children are proud of their successes and eager to start the next task.

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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 continue to monitor what children have learned and remembered so that the curriculum delivery is even more successful across all areas of learning, including mathematics n consider also how parents can be helped even more to support their children's learning.

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Setting details

Unique reference number 400255 Local authority North Yorkshire Inspection number 10351325 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 33 Number of children on roll 44 Name of registered person Firestation Pre-School

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reference number

Telephone number 01653 694768 Date of previous inspection 25 October 2018

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Information about this early years setting

Firestation Pre-School registered in 1992. It is managed by a voluntary trustee committee and is situated centrally between Malton and Norton, North Yorkshire. The pre-school opens Monday to Friday, during term time, from 9am to 3.30pm. The pre-school provides funded early education for two-, three- and four-year-old children. There are currently nine staff working directly with the children, the majority of whom have an appropriate early years qualification at level 3 or above.

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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 nursery and discussed the early years curriculum. n The inspector talked to children, parents and 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 that this was having on children's learning. n The inspector observed the interactions between the staff, the childminder and the children. n The inspector carried out joint observations of group activities with the manager.

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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

2 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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