Hamilton Pre-School

Inspection of Hamilton Pre-School c/o Holymead Junior School Annexe, Wick Road, Brislington, Bristol BS4 4HP

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Overall effectiveness Outstanding

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

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The provision is outstanding

Children love coming to this exceptionally welcoming pre-school. They share very close relationships with the caring staff. This helps all children, including those with special educational needs and/or disabilities (SEND), to progress very well, especially in their personal, social and emotional development. Children excitedly engage in meaningful activities from the start, spending time with their key person at the beginning of the day in a small, cosy space. They welcome each other warmly and talk about how they are feeling. This special time helps children to develop a strong sense of identity and self-worth.

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The provision is outstanding

Leaders and staff provide a broad and ambitious curriculum for both the inside and outside learning environments. For example, children experiment walking barefoot across tiles of different textures. Staff encourage children to try and explain what they can feel and help them with new words to describe the sensations, such as 'sticky', 'lumpy' and 'prickly'. Children have many opportunities outside to develop their imaginations and ideas. For example, they create a pathway with large blocks and planks across a sea of 'lava' in their 'dinosaur land' and delight in assisting members of staff across the 'danger' safely.

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The provision is outstanding

Staff are excellent role models, speaking to children with the utmost respect and courtesy. Children respond to these high expectations and their behaviour is exemplary.

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need to do better?

n Leaders and staff create a highly stimulating environment which enables children to flourish through real life experiences which build on what they already know and excite their imaginations. For example, in the mud kitchen, children improve their skills by cutting up potatoes with real knives to make 'chips'. They carefully peel Brussels sprouts and then make a mug of 'coconut milk' with the peelings. Staff extend children's learning by putting up menus and prices so that children can practise early literacy and numeracy skills in their 'fish and chip' and 'ice- cream' shops, for example by writing out receipts. n Staff take children on walks in their local community. They go to the shops to buy fruit or to the wooded area for forest-school activities. Staff use these opportunities to teach children about road safety and how to identify risks when in the woods, for example how to behave if a dog is off the lead. Children learn

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need to do better?

how to keep themselves safe. n Staff encourage children to share and be kind to one another. For example, children patiently take turns to kick a ball towards a goal. They smile broadly when they succeed and are equally pleased at each other's efforts, encouraging them to keep on trying.

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need to do better?

4 July 2024 n Children are exceptionally well prepared for the next part of their learning journey. For example, children who are going to school meet their new teachers and visit the school. They have photos of the new school and can try on the uniform. Staff support children with their independence skills and behavioural expectations, such as putting their hands up before answering and following more complex instructions. n Parents are extremely satisfied with the provision and have complete trust in the staff to keep their children safe and happy. They speak of nurturing staff who communicate very well and support the whole family. They are delighted that the children have opportunities for activities such as exploring what happens to food when it decays. They appreciate that children learn about recycling and reducing waste. n Leaders and managers are highly organised and support each other exceptionally well as a team. There is a strong focus on staff development,

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need to do better?

which is achieved through regular discussion, peer observations, supervision and training. Recent training on making healthy food 'fun' has prompted staff to introduce naturally flavoured water. This has encouraged children to drink more. The team continues to think of improvements, for example growing fruit and vegetables so that children can learn more about healthy diets.

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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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Setting details

Unique reference number 106967 Local authority Bristol City of Inspection number 10351219 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 28 Number of children on roll 38 Name of registered person Hamilton Pre-School Committee

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reference number

Telephone number 07398990180 Date of previous inspection 16 October 2018

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Information about this early years setting

Hamilton Pre-School registered in 1995. It is situated in a classroom annexe of Holymead Junior School in Brislington, Bristol. The pre-school opens each weekday from 8am until 5pm during school term time only. There are six members of staff. Of these, five hold an early years qualification at level 3 and one is qualified at level 2. The pre-school receives funding for the provision of free early education for children aged three and four years.

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Inspection activities

n This was the first routine inspection the pre-school 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 pre-school and discussed the early years curriculum. n Children spoke to the inspector about what they like to do at the pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children. n Parents shared their views of the pre-school with the inspector, both verbally and through written feedback. n The manager and inspector carried out a joint observation during outside play.

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Inspection activities

n The inspector looked at relevant documentation.

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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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