Worthington Pre-School

Inspection of Worthington Pre-School Worthington Primary School, Main Street, Worthington, Ashby de la Zouch, Leicestershire LE65 1RQ

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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 confidently enter this pre-school. They are warmly welcomed by staff who show how well they know the children and their families. For example, they talk to children about their new siblings and how they feel about being the older sibling. Parents and families are invited to attend settling-in sessions and are welcome to stay as long as is necessary to ensure their children are happy. Staff use these extensive settling-in sessions to build relationships with parents and ensure they have key information to provide continuity in children's care and learning. They use this information to support children to develop positive attachments with them, which supports children to feel safe and secure.

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The provision is good

Staff offer children lots of praise and reassurance. This builds children's confidence and self-esteem. Children demonstrate positive attitudes to learning and happily try out new things. For example, children mix water with the sand, as it is too dry to build sand castles, and persevere in their hunt for shells in the sand. Children giggle and laugh as they find different types of shells, which encourages them to keep on trying and not to give up. Staff interact with the children to develop children's resilience and create a can-do attitude to learning.

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need to do better?

n The staff have created a well-sequenced curriculum that supports all children in the setting. They have a clear vision for what they want children to achieve. Staff strive to ensure that children develop a love of learning and become confident to explore their own interests. They plan activities taking each child's needs into consideration. However, occasionally, staff do not fully use their interactions with children to consistently extend children's learning. For example, as children make pretend birthday cakes for their friends, staff take over and count the candles. n Children with special educational needs and/or disabilities and who speak English as an additional language are well supported to make good progress. Staff create a learning environment that supports their needs. For example, children develop their ability to concentrate for long periods of time as they explore a variety of sensory play opportunities. Staff use and display words from

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need to do better?

children's home language to support their understanding of English. The staff team works closely with outside agencies and parents to ensure that children receive the best support. Funding is used effectively, tailored to the needs of the children. The staff team has provided some children with specific learning resources. n Staff provide children with an environment that is rich with language. Young children enjoy listening to familiar stories. Staff model language as they use factual books about different animals. They provide children with clear

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need to do better?

4 September 2024 information and recall previous experiences to make facts easy for children to understand. Staff provide children with a narrative as they play and ask why things have happened. However, at times, staff do not give children time to respond or use vocabulary. For example, staff do not allow children time to explore and name the lavender, fruits and petals they are adding to water to make their own potions. n Children's behaviour is very good. They cooperate with each other when they play, learn to be kind to each other and to take turns. Children take turns to build a tower with bricks and help each other rebuild it when it falls down. Staff use consistent routines, which help children know what to expect throughout the day. n Children are provided with healthy snacks and nutritious meals cooked in the on- site school kitchen. Staff support children to independently use cutlery and pour

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need to do better?

their own drinks. Children learn about staying healthy by washing their hands before meals and learning to put their hands over their mouths when they cough. Staff explain to children that this will help to stop the spread of infection. n Staff say that they feel highly valued and supported in their roles by the manager, committee and other colleagues. They feel listened to and able to raise any worries or concerns they may have. This contributes to staff feeling respected and the positive atmosphere in the pre-school.

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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 challenge and extend children's learning, to help children to achieve as much as they are able to n enhance how staff develop their interactions with children, to allow children time to express their own thoughts and ideas.

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Setting details

Unique reference number EY222181 Local authority Leicestershire Inspection number 10363400 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 20 Number of children on roll 17 Name of registered person Worthington Pre-School Group Committee

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reference number

Telephone number 07494409274 Date of previous inspection 13 September 2018

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Information about this early years setting

Worthington Pre-School registered in 2002. The pre-school employs three members of childcare staff. Of these, two hold appropriate early years qualifications at level 3. The pre-school opens from 8.30am until 3.20pm, Monday to Friday, during school term time. The pre-school provides funded early 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 her evaluation of the provider. n The manager talked to the inspector about activities provided at the pre-school to share what the staff provide and how this assists children in their learning and development. n The quality of interactions during activities was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with the manager, deputy manager, staff, parents and the children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager and deputy manager. She looked at relevant documentation and evidence of 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

4 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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