Young Generation

Inspection of Young Generation Ashton Road, Westwood, Peterborough, Cambridgeshire PE3 7ER

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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

Staff form positive relationships with children and their families. They create a safe and stimulating environment where children are happy and content. Staff encourage children to make independent choices about what they want to play with. For example, children freely help themselves to art supplies and materials when they want to be creative. Furthermore, staff know the children well and skilfully play alongside them to extend their learning. For instance, children enjoy role playing with toy cars and vehicles. Staff talk to them about how different cars are fuelled and powered, introducing children to new knowledge and vocabulary.

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The provision is good

Staff support children to develop their listening and attention skills through planned activities, such as 'What's in the box?' This engaging session keeps children focused as they try to identify the correct sounds. Staff regularly praise children for their efforts and achievements, boosting their self-esteem. Children are confident and friendly. They engage visitors in conversation and invite them into their play. Staff are good role models and show kindness and patience towards children. They have high expectations of behaviour. Staff consistently give age-appropriate messages that help children know what is expected of them, such as sharing and taking turns. Consequently, children behave very well.

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need to do better?

n Parents are happy with the quality of care provided and the progress their children make at the pre-school. They feel involved in their children's care and receive updates about their development. Staff provide parents with information about children's next steps in learning via an online app and parents' meetings. n Children develop good mathematical skills. They immerse themselves in water play, where they measure and compare quantities. For example, children tip and pour water using a range of different-sized jugs and containers. They explore concepts, such as full and empty, along with weight, capacity and volume. Children play cooperatively and kindly pass the resources to each other. n Staff promote children's independence and self-care skills well. Children wipe the table before snack time and pour their own drinks with pride. This gives them a sense of responsibility. n The provision for children with special educational needs and/or disabilities is

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need to do better?

effective. They monitor children's development well and use specific assessments to help identify gaps in children's development. Staff implement targeted learning plans and make timely referrals to outside agencies. This helps to ensure that children at risk of falling behind receive the support they need swiftly. n Staff promote children's health well. For example, children talk to staff about their recent visit to the dentist. Staff extend their interest and encourage

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need to do better?

27 September 2024 children to practise their brushing technique, using models of teeth. Children use toothpaste and toothbrushes and talk about the importance of keeping their teeth clean. Consequently, they have a good understanding of oral health. n Children thoroughly enjoy outdoor play, where they have opportunities to challenge their physical skills and learn about nature and the wider world. They enjoy searching for insects and use the magnifying jars to examine them closely. Furthermore, children grow fruit, vegetables and herbs, such as carrots, blackberries and parsley. They help to water the plants and watch as they grow and change. As a result, children have a good understanding of where food comes from. n Staff receive regular supervision meetings where they can discuss any issues they may have and where the provider checks on their well-being. However, they do not receive feedback on their individual practice, and plans to raise staff's

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need to do better?

teaching practice even higher are not yet implemented consistently. n The provider and staff understand the curriculum and know what they want children to learn before they go to school. However, sometimes staff focus more on activities they want to provide and less on the skills children need to achieve next. Nevertheless, children make good progress in their education.

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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 focus planning more on the skills children need to develop next to fully extend and support their learning n strengthen the procedures for supervision, coaching and mentoring to provide staff with more specific feedback on their practice.

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Setting details

Unique reference number 256853 Local authority Peterborough Inspection number 10335395 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 30 Number of children on roll 37 Name of registered person Young Generation Pre-School Committee

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reference number

Telephone number 01733 265900 Date of previous inspection 14 June 2018

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Information about this early years setting

Young Generation opened in 1970. The pre-school opens term time only, from 8.45am until 11.45am and from 12.15pm until 2.45pm, Monday to Friday, with the exception of Friday when the session for three- and four-year-old children runs from 9am until 2pm. There are currently four staff working directly with children, all of whom have an appropriate early years qualification at level 3 and above. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum on offer. 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 of a group activity with the manager. n The inspector spoke with the nominated individual about the leadership and management of the pre-school. n The inspector talked to children and staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school. n Parents shared their views on the pre-school 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

27 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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