Hand In Hand Preschool (Oak Centre)

Inspection of Hand In Hand Preschool (Oak Centre) Braunstone Oak Centre, Bendbow Rise, LEICESTER LE3 1QA

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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 as they arrive at pre-school. They quickly settle in and choose from the range of activities provided. Children behave well. They follow instructions when staff ask them to line up to go outside. Staff model how to use their manners as they say thank you to children who make food for them in the play kitchen. Children learn to keep themselves safe as staff teach them why it is important to hold scissors correctly. Children laugh and giggle as they enjoy popping bubbles with their friends. They ask staff for more.

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The provision is good

Children make good progress from their starting points. They are becoming confident communicators. Staff ask children open-ended questions and give them time to think about their answers. Children participate in daily song time which helps them to learn new vocabulary. They enjoy copying the actions that staff make and learning about different animals. Children learn to think critically as staff teach them how to twist and turn puzzle pieces to fit them on to a board. Older children are beginning to understand more complex concepts as staff teach them which surfaces are magnetic. They enjoy building shapes from magnetic tiles and then sticking these to the fence outdoors.

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need to do better?

n Children benefit from small group sessions where staff focus on developing their communication and language skills through activities, such as reading stories and learning the names of different body parts. Staff teach children how each body part moves and where to locate it on their body. Children enjoy these sessions and repeat lots of the words that staff teach them. However, some children struggle to focus and join in for the whole session because of other distractions around them. n Children with special educational needs and/or disabilities (SEND) are very well supported. Leaders create targeted learning plans for these children, which all staff follow. Staff work closely with external professionals to seek further advice and support for children with SEND. They also share information with other settings that children attend, as well as frequently sharing information with parents to support children's learning at home. As a result, children with SEND

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need to do better?

make excellent progress from their starting points. Staff continually build on what children already know and are able to do. n Children who speak English as an additional language are well supported. Staff use a range of communication aids to help children's communication and language skills. All staff consistently use Makaton sign language to support their spoken language. They use clear and simple vocabulary which is easy for children to understand. Staff use visual timetables to help children to understand and follow the daily routine. Furthermore, when children first attend the setting,

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need to do better?

10 September 2024 staff gather key words from parents in their home language to help children to settle in. Staff gather information from parents about the progress their children are making in their home language. n Children are learning to become independent. Staff teach them to pour their own drinks at snack time. Children help themselves to the fruits and vegetables provided. Some children are beginning to use the toilet and independently manage some of their self-care needs. However, staff do not always remind children about the importance of good hand hygiene. As a result, older children attempt to blow their nose by themselves, but do not wash their hands afterwards. n Staff support children with their physical development. They teach them how to balance on stepping stones outdoors. Staff teach children how to use chalk to make marks on a blackboard. Children develop their small-muscle skills as staff

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need to do better?

teach them how to use different tools with play dough. Older children learn to use scissors. Staff explain clearly where to put their fingers and how to make a snipping action. n Leaders ensure they have a clear oversight of the pre-school. They support staff with their well-being and provide regular supervisions. Leaders closely monitor information about children's progress to ensure that no child is at risk of falling behind in their development.

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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 improve the organisation of focused group time to take into account how well children can concentrate and fully participate n support children to become more independent with their self-care skills, and teach them the importance of washing their hands, for example, after blowing their nose.

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Setting details

Unique reference number EY501733 Local authority Leicester Inspection number 10343005 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 20 Number of children on roll 21 Name of registered person Open Hands Trust (Leicester)

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reference number

Telephone number 0116 2558672 Date of previous inspection 19 September 2018

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Information about this early years setting

Hand In Hand Preschool (Oak Centre) registered in 2016. The pre-school employs five members of staff. Of these, four hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 9am until midday, and from 12.30pm until 3.30pm. 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 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 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting 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

10 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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