Wymeswold Pre-School

Inspection of Wymeswold Pre-School Wymeswold Memorial Hall, 2-5 Clay Street, Wymeswold, Loughborough LE12 6TY

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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 Good

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The provision is good

Children are happy to arrive at the calm and welcoming pre-school. They show they are well-settled and comfortable as they quickly become engaged in the activities which are available. The staff know the children well and provide a range of activities which meet their developmental needs and interests. Children learn to behave well and follow instructions when staff ask them to wash their hands before lunch. Staff support children as they learn to take turns and be kind to their friends. Children are encouraged to use their manners and say please and thank you. Staff support children to recognise different emotions. When they read stories to children they talk about how the characters in the books may be feeling.

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The provision is good

Children become increasingly independent. Staff are very patient with children as they give them lots of time to practise doing things for themselves. Children develop resilience as they keep trying to do something new. Staff give lots of positive praise and encouragement which boosts children's self-esteem. Children are confident as they approach staff and visitors and share their thoughts and ideas. Staff participate in children's role play and support their language development. Children develop good imaginations as they provide staff with pretend cups of coffee and ask if they would like sugar.

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need to do better?

n The manager and the staff team know what they want children to learn. Staff focus on children becoming independent and ready for school. They implement the curriculum effectively, and children learn to do things for themselves. For example, staff teach younger children to do up the zips on their coats. They calmly explain how to join the sides of the zip and slide them up to the top. Older children learn to twist the lids on containers in their lunchboxes. n Children develop a love of reading. Staff read books in an exciting and engaging way. They use their arms and hands to make gestures and simple signs to support children's understanding of the story. Children show their prior knowledge and learning as they confidently recall familiar words and repeat phrases. n Staff plan activities effectively to enable children to make progress towards their next steps in learning. Children show high levels of engagement and enjoy the

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need to do better?

activities. However, on occasions, staff focus their attention on more confident children during group activities. As a result, quieter and less confident children are not always encouraged to share their ideas and knowledge. This does not help them to further build their confidence. n Children with special educational needs and/or disabilities (SEND) are very well supported. The special educational needs coordinator (SENCo) provides small group and individual activities tailored to children's needs. She has a robust

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need to do better?

2 September 2024 understanding of child development and quickly identifies any children at risk of falling behind. The SENCo works closely with external agencies to gain support for children who need it. Children with SEND make excellent progress from their starting points. n Staff's interactions with children promote children's communication and language development well. Staff ask children thoughtful questions and allow them time to think about their responses. They model language well and skilfully repeat words back to children who struggle with pronunciation. Staff use children's interests to teach new vocabulary. For example, children learn to describe hedgehogs as prickly and talk about other things which may be spiky. n Staff support children with their early mathematical skills. Children learn the concepts of empty and full. Staff successfully extend this learning for older children and explain the concept of overflowing. When children help staff to put

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need to do better?

their friend's lunchboxes in the fridge, staff teach them to count and use their fingers as support. n The manager is highly reflective of the pre-school and her practice. She conducts regular observations of staff practice and provides them with feedback and targets for improvement. Staff receive regular supervision and feel well- supported. The manager ensures that all staff, including herself, attend regular training to further develop their skills and better support the children who attend.

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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 support staff to strengthen their interactions with children during group activities to ensure quieter, less-confident children are fully engaged in their learning.

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Setting details

Unique reference number EY231720 Local authority Leicestershire Inspection number 10351732 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 20 Name of registered person Wymeswold Playgroup Committee

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reference number

Telephone number 07599059061 Date of previous inspection 11 October 2018

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Information about this early years setting

Wymeswold Pre-School registered in 1973 and is located in Wymeswold, Loughborough. The pre-school employs six members of childcare staff. Of these, five hold appropriate early years qualifications at 3. The pre-school opens Monday to Friday, term time only. Sessions are from 9am until 3pm. The pre-school provides funded early years 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 manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children to find out about their time at the pre-school. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 carried out joint observations of group activities with the manager. n Parents shared their views of the pre-school with the inspector.

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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 September 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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