Barn Owl Pre-School

Inspection of Barn Owl Pre-School Haydon Wick Primary School, The Brow, SWINDON SN25 1HT

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 Not applicable

p.1

The provision is good

Children enter this stimulating play environment eager to learn. They seek out their friends and immerse themselves in their chosen play. The friendly and nurturing staff greet the children with a warm smile. They strive to ensure every child feels safe and secure within their care. The staff work hard to build strong relationships with the children and their families. They celebrate children's 'wow' moments at circle time, which helps build children's confidence and develops high self-esteem.

p.2

The provision is good

Staff have clear expectations for children's learning. They focus on strengthening children's personal, social, and emotional skills. The staff read children stories about different emotions and have open discussions about ways to manage these feelings. When children feel sad, staff reassure them and validate them through open discussions. Children begin to understand their emotions and how to manage them positively. They develop strong social skills which enable them to grow close friendships. Staff aid the children in resolving conflicts effectively. They get down to the children's level and demonstrate what they need to say to their peers. Staff support the children in waiting their turn and sharing the resources. They have clear expectations for behaviour and provide gentle reminders to help reinforce the golden rules of the preschool.

p.2

need to do better?

n The leadership and staff team have created an effective curriculum. They plan activities based on loose themes and children's next stages of learning. Staff ensure children have access to a range of materials and resources to extend their play and learning. They engage with the children during their play to extend their knowledge past what they already know. All children make clear progress from their starting points. n Children enjoy exploring and learning about the world around them. They go on a nature walk with the staff around the local school field. The children find some sticks and staff encourage them to compare sizes to see who can find the biggest ones. The children find out key facts about Owls. They use string to see how long the wingspan of an owl might be. The children and staff measure the string against a ruler. They identify numbers by name and use a wide range of mathematical language, which boosts children's early mathematical knowledge.

p.2

need to do better?

n Parent partnerships are strong. The leadership team gains feedback from parents on ways to enhance their provision. Staff collaborate closely with parents to ensure a consistent approach to children's learning. They provide parents with ideas to support learning at home. Children and their families have access to a lending library to encourage a love of books and reading. Parents praise the knowledgeable staff team. They receive detailed feedback on their child's progress and development. This creates a trusting relationship between

p.2

need to do better?

9 August 2024 parents and staff. n Overall, staff promote children's growing independence well. Children serve themselves snacks using tongs. They freely select resources to extend their play. Children tidy away their toys and follow good hygiene practices. However, at times, children's growing skills are not promoted as effectively as they could be. For example, staff prepare snacks for children and spend time carrying out routine tasks that children could be involved with, such as clearing and cleaning the tables. n Staff provide children with a wide range of activities aimed at enhancing their literacy skills. Children make marks on whiteboards and notice letters within the play environment. Children explore play dough. They utilise their finger muscles as they mould and sculpt play dough in their hands. The children scoop out recycled materials from the water tray using fishing nets, which strengthens the

p.2

need to do better?

muscles needed for later writing skills. n The staff continuously talk to the children and ask open-ended questions to spark discussions. They encourage the children to share their thoughts and ideas with others, which builds their confidence in communicating in larger groups. Staff use visual aids and hand signals to further support those children who learn English as an additional language. At times, staff introduce new words and their meanings to the children. However, they do not consistently repeat the word back to the children using the correct name for objects. This means that children do not hear or learn to use the correct pronunciation of words.

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 extend opportunities for children to develop their independence, particularly around meal times n ensure staff always use the correct words and pronunciation when speaking to children, to further enhance children's vocabulary and language development.

p.3

Setting details

Unique reference number 2730227 Local authority Swindon Inspection number 10361232 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 33 Name of registered person Haydon Pre-Schools Limited

p.4

reference number

Telephone number 07922588315 Date of previous inspection Not applicable

p.4

Information about this early years setting

Barn Owl Pre-School registered in April 2023. It is situated within Haydon Wick Primary School, in Swindon, Wiltshire. The pre-school opens from 8.30am until 3.30pm Monday to Thursday and from 8.30am until 1pm on Fridays, for 49 weeks of the year. The pre-school employs four members of staff. Of these, one member of staff holds early years professional status, another three staff have a level 3 qualification, and one member has a level 2. The pre-school is in receipt of funding for the provision of free early education for children aged three and four years.

p.4

Inspection activities

n This was the pre-school's first routine inspection since registering. The inspector discussed any ongoing impact of the pandemic with the manager and has taken that into account in their evaluation of the provision. n The inspector and the manager completed a learning walk where we discussed the provision and the curriculum. n The inspector observed the quality of education during indoor and outdoor play and assessed the impact on children's learning. n The inspector spoke with staff at appropriate times throughout the inspection and completed a joint observation with the manager. n The inspector held a meeting with the manager to discuss how they self- evaluate the provision. n The inspector looked at relevant documentation, such as evidence of the suitability of staff working in the setting. n The inspector spoke to a small number of parents during the inspection and took account of written testimonials.

p.5

Inspection activities

n Children spoke and engaged with the inspector during the inspection.

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

9 August 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