Brant Broughton Preschool

Inspection of Brant Broughton Preschool Brant Broughton C Of E Pre School, Mill Lane, Brant Broughton, Lincoln LN5 0RP

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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 Not applicable

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The provision is good

Children show they feel secure and happy to attend the pre-school as they smile as staff welcome them with a 'good morning'. Children understand what staff expect of them as they place their belongings safely on their pegs and in their boxes and enter the pre-school. Children develop a sense of self and begin to recognise letters. They find their name card with encouragement from staff and put it on the self-registration board.

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The provision is good

Children develop social skills and learn to take turns. For example, they sit together with their legs outstretched and feet touching. Staff tell children when it is their turn to roll the balls to each other. Children point to their friends when it is their turn to make sure they are ready, then roll the ball to them. Children learn how to keep themselves safe. Staff remind children to put on safety helmets before they ride bicycles and scooters. Children notice when their friends fall over; they look up from what they are playing with and check if their friend is okay. Children develop care and empathy for others.

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need to do better?

n Staff gather information from parents before children attend the pre-school. This information helps staff understand children's interests and identify any development needs that require meeting. Staff also use this information to work with other services, such as to support children's speech and language. n Staff use what they know about children, such as their knowledge of child development and understanding of what they want children to learn, to plan the experiences they offer to them. For example, children are allocated 'jobs' by staff, such as lunchtime monitors. Children proudly position themselves to keep an eye on their friends lining up. They understand their role and enjoy the responsibility of saying when it is their friend's turn to wash their hands for lunch. n Staff skilfully incorporate mathematics through everyday experiences. As children use diggers to move sand into containers, staff introduce language such as 'full'

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need to do better?

and 'empty'. Children are encouraged to count how many bottle tops they have. Children learn how to use mathematics purposefully. For example, they count how many pieces of fruit they have and staff discuss how many more they would need to have the same as their friends. n Staff describe how to use small hand-held tools to develop children's hand and finger strength. Staff tell children to hold tweezers between their fingers and press them together firmly. Staff increase their support and model what to do. Children copy and learn to coordinate their hand movements and successfully pick up items with tweezers. Outside, staff encourage children to move their bodies to develop their upper and lower body strength. Staff show children how

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need to do better?

19 September 2024 to climb onto tyres, and staff comment on where children need to put their hands and feet. Children giggle and clap as they learn to reach across and jump to the next tyre. n Managers prioritise staff well-being. Staff feel valued and appreciated by managers. They feel confident to speak to the managers and regularly reflect together to improve their skills and knowledge. Staff participate in training. For example, how to use communication assessment tools, which has helped them to identify specific areas of focus to support children's language development. Staff take great pride in their job and enjoy helping children grow and develop. They work well together as a team and this creates a warm and comfortable environment for children to learn in. n Parents comment on the time staff take to get to know their children and the daily feedback staff provide, which enables them to work closely to support their

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need to do better?

child's development. For example, staff provide books to take home to support children's communication. Parents say staff are approachable, this supports them to talk to staff about their personal circumstances. Because of this, staff have offered support and this has had a positive impact on their family. n Staff engage with children within activities that they set up. They ensure children acquire the knowledge and skills they plan and skilfully extend children's knowledge or skills within these interactions. However, on occasions, when quieter children go to play with items of their choice, staff do not engage them as consistently as they do during planned activities. Therefore, quieter children do not fully benefit from the high-quality interaction their more confident peers 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 strengthen the consistency of staff interactions to ensure quieter children experience the same high-quality interactions as confident children.

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Setting details

Unique reference number 2683017 Local authority Lincolnshire Inspection number 10350712 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 18 Number of children on roll 18 Name of registered person Brant Broughton Preschool CIO

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reference number

Telephone number 01400279061 Date of previous inspection Not applicable

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Information about this early years setting

Brant Broughton Preschool registered in 2022 and is located within the grounds of Brant Broughton Primary School, Lincoln. The pre-school opens Monday to Friday, term time only. Sessions are from 7.45am to 5.30pm. The pre-school employs three staff members. All staff hold early years qualifications at level 3. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the pre-school and discussed the safety and suitability of the premises. 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 inspector talked to staff at appropriate times during the inspection and took account of their views. 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 with the manager. n Parents shared their views of the pre-school with the inspector. 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

19 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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