Children's Corner Preschool

Inspection of Children's Corner Preschool St Hildas Church, Gibraltar Road, Halifax HX1 4HE

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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

Practitioners provide children with a safe and caring learning environment. They learn about children and their families before they start. This builds up trust between practitioners, children and their families. Children enter the setting and immediately access resources. They show that they feel safe and secure at the setting. Children are happy when practitioners greet them at the door. Practitioners role model good behaviour. They listen to children and say please and thank you when sharing snacks. Children learn how and when to use manners. They copy this behaviour. Children learn to share resources with their friends. Practitioners teach them to be kind. Children's behaviour is good.

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The provision is good

Practitioners provide children with good opportunities to develop their communication, language, personal development, and social skills. For example, children learn how to put their coat on for outdoor play. They express excitement as they look to find insects with their friends. They use magnifying glasses to help them search through the tall grass. Practitioners teach them rich language, such as 'snail' and shell'. Children independently access the water station. They use a tap to fill their beaker up and are careful not to spill any. Children engage in play with sand and work together. They take turns and build sandcastles. Practitioners teach them how to use a spade and build a sandcastle. Children fill buckets and tubes. They develop their hand-eye coordination.

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need to do better?

n Children have exciting opportunities for physical play. They ride bicycles down a hill and learn to negotiate obstacles. Practitioners teach children about speed and risk. Younger children climb steps and hill mounds. Practitioners teach them to balance. Children mould and cut up dough. Practitioners teach them how to use a rolling pin and a knife. Children curiously play with cause-and-effect toys. They learn that their actions can cause something to happen. Children strengthen and develop their large and small muscles. n Children develop an understanding of mathematics. They place large wooden pieces on a jigsaw board. Practitioners teach them about shape. Children excitedly catch bubbles and search for plastic ducks when playing in water. Practitioners count as they do so and teach them about early numbers. Children fill up containers with water and learn about size and volume. Children embed their knowledge before progressing on to the next step.

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need to do better?

n Children are encouraged to develop their imagination. They explore paint with their hands and make marks on paper. Children create butterflies and caterpillars as they learn about colour. They play with their friends with farm animals and pretend to feed them. Practitioners teach them about the different animals and the noises they make. Children excitedly copy and laugh with their friends. They

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need to do better?

16 September 2024 engage for long periods of time. n Children with special educational needs and/or disabilities have clear plans in place to support their development. Practitioners works well with parents and other professionals. Together they create targeted plans and interventions. All children make good progress in relation to their starting points. Practitioners share information through information boards, an online app, and parents' evenings. Parents report that communication sharing and practitioners support are excellent. n The setting is extremely diverse. There are several languages spoken within the setting. All practitioners are trained to support children's early communication and language skills. They use visual prompts to communicate with children and implement early language strategies. For example, they use key words and wait before repeating questions to children. This allows children time to process what

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need to do better?

they have asked them before they repeat them again. However, these strategies are not consistently used by all practitioners. Unqualified and new staff do not always embed early language strategies consistently across the setting. This minimises children's potential learning. n The leadership team has a clear vision to improve practice and outcomes for all children. Practitioners have appropriate supervision and professional development opportunities. The leadership team is reflective and has identified a development plan to ensure all practitioners are qualified and have the appropriate knowledge, skills and confidence to deliver good-quality teaching. Practitioners feel valued and appreciated. This positively impacts on the care and education they provide for all children.

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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 all staff to use the skills and knowledge they have gained through training, to support children's early language development.

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Setting details

Unique reference number EY501493 Local authority Calderdale Inspection number 10351247 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 16 Number of children on roll 38 Name of registered person Children's Corner Preschool Committee

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reference number

Telephone number 07434723812 Date of previous inspection 18 October 2018

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Information about this early years setting

Children's Corner Preschool registered in 2016. The pre-school employs seven members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and above. The setting opens term time only. Sessions are from 9am until 12 midday and 12.30pm until 3.30pm, Monday to Friday. The setting provides funded early education for two- and three-year-old children.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed the early years curriculum. 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. n Children communicated with the inspector during the inspection.

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Inspection activities

16 September 2024 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

16 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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