Binfield Pre-school

Inspection of Binfield Pre-school Jocks Lane Park Pavilion, Binfield Road, Bracknell, Berkshire RG12 2BH

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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 Inadequate

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The provision is good

Leaders and staff have taken action to make the improvements that are necessary to raise the standards of care and education. They have prioritised strengthening the systems in place to ensure those that work with children continue to be suitable.

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The provision is good

Staff are cheerful and warmly greet children as they arrive. This helps children feel welcome and they develop a sense of belonging. Children demonstrate kindness to one another and listen to what the staff tell them. Staff reinforce expected behaviours and remind children frequently of the boundaries. For example, staff explain to children why walking with scissors can be dangerous. Staff support children's understanding of safe choices as they demonstrate safer ways of scissor handling. This provides children with an early understanding of risk management.

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The provision is good

Children demonstrate a sense of trust in the adults that care for them. The staff deploy themselves effectively to ensure they are readily available to engage with children as they play. Children enjoy using their imaginations as they interact with staff during role-play. For example, children make a pretend cup of tea for staff and show a sense of pride, as they receive meaningful praise for their efforts. This helps build children's confidence and self-esteem.

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need to do better?

n Leaders and staff have reflected on their practice and the service they offer since the previous inspection. They are driven by their passion to ensure children receive good foundations to support their next step in learning. Leaders have improved arrangements to ensure they have more time to effectively monitor staff practice and have oversight of the setting. This helps keep children safe. Staff receive effective coaching and training opportunities that promote the continuous improvement of the setting. This also provides them with a secure understanding of their roles and responsibilities. Staff express that they feel supported by the provider and that their well-being matters. n The curriculum is coherent and places emphasis on supporting children to develop their independent skills. This helps prepare children to develop confidence to carry out every day tasks. Staff understand what it is they are

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need to do better?

teaching children and effectively plan for their next steps of learning. Children with special educational needs and/or disabilities (SEND), benefit from additional adult support that helps them to achieve their targets. Staff use well-thought-out strategies that help children, especially those with SEND, build on their skills. This helps them to make the progress they are capable of. n Children enjoy an array of activities where they can explore and investigate their surroundings. They develop a good understanding of the world that they live in.

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need to do better?

9 September 2024 Staff ask questions that encourage children to think about and recall information from previous activities. However, on occasions, some staff do not fully explain the intent of the activity to all children. In addition, they do not always teach children how to use resources appropriately during activities. This does not fully encourage children to widen their knowledge and skills they are learning. n The key person system has been strengthened to ensure children receive quality time through-out the session with those that know them best. For example, children enjoy playing small group games with staff. Staff support their speech by encouraging back and forth conversations. Children learn conversational cues and wait their turn to talk. Staff know their key children well, and effectively support their learning and development. Staff talk to children calmly, with respect and listen intently to what they say. This supports their emotional well-

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need to do better?

being. n Overall, parent partnership is effective. All staff work hard to develop strong relationships with parents. This is to ensure they work together to support children, and develop a two-way flow of information sharing. However, leaders and staff do not always ensure information about the setting has been successfully shared. This can lead to misunderstandings and confusion for some parents. Despite this, parents speak highly of the manager and staff and share their gratitude for the care and education their children receive.

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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 recognise when opportunities arise to extend children's learning further n strengthen information sharing with parents to build on relationships and promote more consistent, effective communication.

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Setting details

Unique reference number EY292744 Local authority Bracknell Forest Inspection number 10352104 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 26 Number of children on roll 14 Name of registered person Binfield Pre-School Committee

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reference number

Telephone number 07749 209 424 Date of previous inspection 29 April 2024

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Information about this early years setting

Binfield Pre-school registered in 2001. It is situated in Binfield, Berkshire. The pre- school employs six members of childcare staff. Of whom, three are qualified at level 3 and three is qualified at level 2. The pre-school opens from Monday to Friday, term-time only. Sessions are from 9.30am to 2.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued 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 special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 a joint observation of a small group activity with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

9 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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