Holybourne Village Pre-school

Inspection of Holybourne Village Pre- school Village Hall, Church Lane, Holybourne, Alton, Hampshire GU34 4HD

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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

The staff lovingly greet children as they arrive. They ask the children how they are and if they have slept well. Children respond and enjoy this friendly greeting and two-way conversation. Children demonstrate positive behaviours with each other and toward the adults that care for them. The staff are good role models and regularly reinforce the rules and boundaries of the setting. For instance, they ask children to walk when indoors, wear their slippers and use 'kind hands'. Children receive a wealth of praise from staff. They teach children that it is OK to make mistakes and support them to persist when challenges occur. Children have a sense of accomplishment and smile when staff celebrate their achievements. They are happy and secure and are developing a positive sense of self.

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The provision is good

The curriculum in place supports children to become independent learners. Staff encourage children to carry out appropriate tasks themselves that improve their self-care skills. For example, staff guide children effectively as they use the 'sniffle station' to wipe their noses. They look at the visual prompts together and discuss what they should do next. Children get a tissue, wipe their nose, put the tissue in the bin and wash their hands afterwards. Additionally, children receive encouragement to hang their coats up, use the toilet and put on their shoes themselves. This supports their independence and they develop healthy foundations for hygiene.

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need to do better?

n The management team is dedicated to providing good-quality care for the children and their families. Managers are reflective and seek to improve learning for children in all areas. They offer effective professional development opportunities for staff to improve their skills. For example, managers and staff have recently completed training on how to support children's mathematical development. Staff explain how this has benefited their practice and enhanced the children's learning. Children have access to learn mathematics in all areas of the provision. n Managers and staff have a well-structured curriculum in place. This appropriately challenges children in areas needed to help them progress in their learning. Staff plan activities that support the curriculum intent and focus on children's interests. They teach children what they want them to know through their interactions, support and guidance. Staff plan suitable next steps for children's

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need to do better?

learning to support them to progress in their development. n Staff carry out appropriate assessments that give them knowledge of what children can do. They share these with parents and seek their views of what the children are working toward at home. They give parents ideas of how development can be supported outside the setting. This strengthens consistency

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need to do better?

30 September 2024 in learning between the setting and home. n Children with special educational needs and/or disabilities (SEND) receive effective support. Staff refer children to relevant agencies in a timely manner to ensure they receive the support that is needed. Children with SEND make good progress alongside their friends. n Overall, staff support children's emerging speech and language well. For instance, they engage in conversations with children that encourage them to think about what they are doing and why. This helps children to clarify their thoughts, and they learn conversational cues. Staff support children to gain new vocabulary. However, at times, they are not always consistent in helping children to pronounce words correctly. This does not fully support children to enhance their communication and language skills. n Children have ample opportunities to develop their physical skills. They love

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need to do better?

being outside in the fresh air and move around with freedom and confidence. Staff encourage children to engage in physical activity indoors. For instance, children enjoy participating in a daily exercise and movement session. They explore different ways of moving and understand the effects of exercise on their bodies. n Staff support children's fine motor skills and early writing development. Children access activities such as threading, play dough and mark making, which are available throughout the provision. This supports their literacy skills. n Partnerships with parents are good. Staff exchange important information with parents about children when they drop them off. This helps staff to understand what support is needed for children during their session. The information is then shared with other staff when they arrive. This effective communication between staff and parents helps to support children's well-being.

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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 develop staff's knowledge of how to support children to pronounce words correctly to fully extend their communication skills.

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Setting details

Unique reference number 509542 Local authority Hampshire Inspection number 10364003 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 14 Name of registered person Holybourne Village Pre-school Committee

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reference number

Telephone number 07748 824 942 Date of previous inspection 21 January 2019

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Information about this early years setting

Holybourne Village Pre-school registered in 2000 and is located in Alton, Hampshire. It is run by a voluntary management committee. On Monday to Thursday, the pre-school is open from 8.30am to 3pm, and on Friday it is open from 8.30am to 12.30pm, during term time only. The pre-school receives funding to provide free early education for children aged two, three and four years. There are four staff employed to work with the children, three of whom hold relevant early years qualifications at level 3.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector about how they support children with SEND. n The inspector and deputy manager carried out joint observations of a group activity. 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

30 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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