Little Scallywags Pre-School

Inspection of Little Scallywags Pre- School Community Centre, Lincoln Road,Skellingthorpe, Lincoln, Lincs LN6 5UU

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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 Inadequate

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The provision is good

Children happily leave their caregiver and enter the pre-school eager to start their day. Staff are attentive to all children, but especially to those who need some extra care and attention to become involved in activities. Small groups of children independently select resources of their choice and engage in small-world play. They chatter between themselves, acting out a narrative about pirates and exclaiming, 'A-hah my hearty!' Staff further children's learning and understanding of the world by asking them questions to help extend their thinking skills. For example, they ask children what they think the purpose of an anchor is. Children show their friends kindness and respect as they take turns to contribute their ideas in response.

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The provision is good

Children's personal, social and emotional development is given high regard. Staff are effective at helping children understand the range of different feelings they experience. When children show signs of being upset, staff validate these feelings and tell them they are safe at the pre-school. This reassurance quickly comforts children. Children show pride as they look through photos of their families that staff have made available. Through this activity, they identify what makes themselves and their families unique, such as having a pet. Staff strive to help children understand that they are important and are valued.

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need to do better?

n The management team has addressed the breaches of requirements that were identified at the last inspection. The premises are now fully secure, which means children are kept safe during their time at pre-school. Staff provide fresh drinking water for children each day and encourage children to independently pour themselves a drink when they feel thirsty. n Staff design a broad and exciting curriculum. They use children's interests to plan and theme activities that they know children will want to become involved in. Staff plan learning across a range of subjects and provide age-appropriate opportunities for children to develop in these areas. For instance, they use children's curiosity in pirates to encourage their mark-making skills through designing treasure maps. n Staff deploy themselves well throughout the pre-school, which means that all children receive equal, quality interaction. They quickly identify and support

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need to do better?

children when they start to disengage from their learning. As a result, children's attitudes to their learning remain positive and their focus on meaningful activity is sustained. n Staff are clear about what they want children to learn. Their targets for children's progress are developmentally- and age-appropriate. However, occasionally, staff present children with too much new learning at once and not enough time to practise a new skill. This can be overwhelming for children and

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need to do better?

30 September 2024 may hinder their ability to confidently and securely build on what they already know and can do. n The impact of staff's interactions with children is clear. This is seen in children's positive behaviour as they successfully navigate their own play. Staff have taught children how they can ask to join in with others at play, and children use these strategies independent of staff's support. Staff are supporting children to develop the social skills that they need to make friends and get along well with others. n Staff help children to risk assess their own play by showing them ways of how to stay safe. For example, outside, staff demonstrate to children how they can safely move around the garden space while running, avoiding hazards. This promotes children's physical development and spatial awareness, as well as their personal development. n The management team places great emphasis on securing positive partnerships

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need to do better?

with parents and carers. When children enrol, staff invite families into the pre- school for a lengthy discussion about their wishes for their child's education and care. Parents say they found these meetings extremely valuable when their child first started. They comment that they felt listened to, and as a result, they felt safe and secure leaving their child. This effective communication continues throughout children's time at the pre-school. Staff regularly provide parents with updates about their children's care and development.

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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 staff to consistently plan and deliver new learning to children in a way that allows them to confidently and securely build on what they already know and can do.

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Setting details

Unique reference number 253573 Local authority Lincolnshire Inspection number 10354378 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 46 Number of children on roll 22 Name of registered person Beale, Sarah

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reference number

Telephone number 07943 200363 Date of previous inspection 18 April 2024

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Information about this early years setting

Little Scallywags Pre-School registered in 1992 and is situated in Skellingthorpe, Lincolnshire. The nursery employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one with qualified teacher status. The nursery opens from Monday to Friday, during term time. Sessions are from 8.30am until 3pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children confidently communicated with the inspector during the inspection. 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 painting activity with the manager. n The inspector spoke to one parent during the inspection and took account of their views. n The inspector spoke to staff at appropriate times throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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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