Harcourt Preschool Co-Op

Inspection of Harcourt Preschool Co- Op Wells Room, St. Albans Church Hall, Bayswater Avenue, Bristol BS6 7NU

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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 Outstanding

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The provision is good

Children flourish through warm, welcoming and positive relationships with staff. Staff cherish the opportunity to support children to learn and develop through inviting and thoughtful activities. Additionally, staff value home visits before children start at the setting. This helps them to learn about children's interests and show them the activities they might experience to help their transition. Parents benefit from this effective partnership and feel confident to share children's experiences from home. Parents feel extremely happy with the care and learning experiences their children receive.

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The provision is good

Children behave well. They build secure and trusting relationships with their peers. Children learn how to take turns, collaborate and respect each other. For example, children learn how to use timers independently to take it in turns to jump on the trampoline. They giggle as they wait for their turn. Children freely develop a sense of time through these strategies. They explore what a minute feels like as a way of measuring how long it will be until their turn.

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The provision is good

Children have access to an outdoor provision that enables them to make independent choices. They enjoy a range of opportunities to develop their gross motor skills. For example, when playing in the garden, they joyously swing from a rope swing, kick balls and ride scooters down the path, navigating obstacles. Staff are well trained to manage children's safety in the garden. They take registers on arrival at the garden and then on departure. This ensures all children are safe and present. Children enjoy listening for their names and responding when it is their turn in the register.

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need to do better?

n Leaders organise the curriculum to ensure children have positive opportunities to learn and develop. For example, leaders value independence as part of the core values of the curriculum. Children choose what resources they need to support them with their learning. They take responsibility for jobs at snack time and help organise and tidy the setting each day. As a result, children make good progress to become independent through the consistent routines. n Children learn how to make healthy choices to fuel their body. Staff support children to understand nutrition through reading stories, exploring food and discussing their likes and dislikes in group times. Children then explore this in their play to practise their understanding. As a result, children learn how to keep their bodies healthy and to make healthy choices as they grow and develop. n Children demonstrate their excellent progress in communication and language

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need to do better?

through meaningful conversations with staff. Staff and children sit together at lunchtime and enjoy discussing their thoughts, ideas and interests from their

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need to do better?

25 September 2024 day. Children discuss their choices of food in their lunchbox, review what they have experienced in the day and what they would like to do next. Staff carefully extend and scaffold children's language to know more and remember more, through careful commenting and questioning. n Staff support children to regulate their emotions through sensitive interactions and guidance. For example, children spend time threading beads on a 'feelings tree'. Children choose colours that represent their feelings. This helps them to develop the regulation strategies and emotional literacy they need to make good progress in their personal, social and emotional development. n Leaders are highly committed to inspire their team to achieve the very best for the children and their families. Staff benefit from reflective meetings every Friday to discuss children's progress. They use this time to organise and plan for

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need to do better?

effective learning opportunities based on observations from the week. For example, staff carefully use this time to research how to introduce children to the concept of nutrition, including the books and vocabulary they will use to support children's understanding. This helps to ensure that children receive well- targeted activities that enable them to learn and develop well. n Staff do not always support children to start toilet training as promptly as they could. This causes delay for some children transitioning from nappies to using the toilet. As a result, these children experience a delay in achieving key milestones.

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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 ensure staff begin the process of toilet training with children more promptly to enable children to meet key milestones in their development when they are ready.

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Setting details

Unique reference number EY537240 Local authority Bristol City of Inspection number 10360054 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 24 Number of children on roll 21 Name of registered person Harcourt Pre-School Ltd

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reference number

Telephone number 0117 3305367 Date of previous inspection 6 December 2018

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Information about this early years setting

Harcourt Preschool Co-Op was established in 2007 and re-registered in 2016. The pre-school operates from St Albans Church Hall in Westbury Park, Bristol. It is open from 9am until 3.15pm, Monday to Thursday, and from 9am until midday on Friday, during term time only. The pre-school receives funding for the provision of free early education for children aged two, three and four years old. The setting employs eight staff to work directly with the children. Of these, four are qualified teachers and two staff hold qualifications at levels 3 and 4. A further two staff are unqualified.

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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 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 joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. 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

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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