Little Badgers Pre-School

Inspection of Little Badgers Pre-School The Holme School, Bordon GU35 8PQ

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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 the setting, where staff greet them warmly. They settle quickly and find their favourite activity. Children are happy and enjoy their time at the setting. Staff are polite and respectful to children and are good role models. When children are upset or tired, they seek out staff, who provide hugs and reassurance.

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The provision is good

Staff have implemented positive behaviour strategies. When children need to be reminded about the rules, staff explain the reasons behind them. This ensures children understand why the rules are in place and how to self-regulate their behaviour. As a result, children are well behaved. On occasions when children need support with their social skills, this is handled sensitively. As a result, children have formed friendships and can play together cooperatively.

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The provision is good

Staff capture children's interests through a well-planned and varied curriculum. Children enjoy plenty of opportunities to play and explore outdoors in the fresh air. They demonstrate positive attitudes to learning. Staff provide a range of activities for children to learn to take managed risks and build their resilience, such as using balancing beams and climbing equipment. Children are encouraged to develop their large muscles as they play with soapy water to wash the ride-on cars and bikes. Staff invest time into their caring interactions. Therefore, children form secure and trusting relationships with the staff who care for them.

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need to do better?

n Staff have a robust settling-in procedure for children. They gather relevant information from parents, such as children's interests and care needs. Photos of family members are on show to reassure children and are used as a starting point in conversation. Staff know the children well and can talk about where they are in their development. Staff use this information to plan for the next steps in children's learning to support them to make progress from their starting points. n Communication skills are generally very well supported throughout the pre- school. Staff introduce new vocabulary and explain what these words mean. When the children chatter excitedly about the beans they are exploring, staff respond well, engaging them in dialogue about shape, colour and size. Staff support children's learning through the use of storybooks during activities, encouraging children to join in with refrains and familiar text.

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need to do better?

n Staff encourage all children to be independent learners. They help children to learn how to feed themselves and use cutlery to cut up their snack. Children are learning how to manage their own personal hygiene. These opportunities help children to feel proud of the tasks they can complete by themselves.

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need to do better?

25 September 2024 n Children with special educational needs and/or disabilities (SEND) make good progress. The setting has a robust understanding of child development and quickly identifies any children at risk of falling behind. Staff work closely with parents and external agencies to gain support for children who need it. Children with SEND make excellent progress from their starting points. n Staff plan activities to enable children to make progress towards their next steps in learning. Children show high levels of engagement and enjoy the activities. However, staff do not consider precisely enough how to extend older children's learning and do not always build on what children already know and can do. Children's learning during these moments is not fully maximised or stretched. When staff ask children questions, they can be too quick to jump in with the next question before children can answer. This means that children do not have

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need to do better?

time to fully process their thinking and respond. n Children have many opportunities to develop their physical skills. They negotiate obstacles and uneven surfaces as they skilfully run around in the garden. Children develop their fine motor skills when they explore lavender scented play dough and make marks on paper using their hands. Staff encourage children to develop their hand-eye coordination by picking up instruments, shaking them and listening to the sounds they make as they sing a variety of songs before lunch. n Children's personal development is given high priority. Staff plan lots of opportunities to develop children's independence skills. For example, older children take off their coats and hang them up. Younger children attempt to put on their coats before going outside. Staff encourage children to wipe their own noses and wash their hands. n Staff work exceptionally well as a team. The setting has a high regard for staff

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need to do better?

well-being, ensuring they feel appreciated, which helps them in fulfilling their roles and developing their practice.

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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 staff techniques to allow older children time to process their thoughts and enable more challenge during activities.

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Setting details

Unique reference number EY535669 Local authority Hampshire Inspection number 10351365 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 20 Number of children on roll 21 Name of registered person Fyfield, Elaine

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reference number

Telephone number 07947667125 Date of previous inspection 30 October 2018

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Information about this early years setting

Little Badger's Pre-School is located in Headley, Bordon and registered in 2016. The pre-school employs five members of childcare staff. Of these, all hold appropriate early years qualifications ranging from level 3 to level 6. The pre-school opens Monday to Thursday, from 8.30am to 3pm, and Friday, from 8.30am to 1pm, term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 Staff and children spoke to the inspector at appropriate times during the inspection. n Parents shared their views of the pre-school with the inspector. 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.

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Inspection activities

25 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

25 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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