Snowdrop Cottage Preschool

Inspection of Snowdrop Cottage Preschool The Old School Hall, St Mary Street, Chippenham SN15 3JW

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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 are happy and motivated, and they show a sense of belonging. They form close, trusting relationships with staff who make them feel safe and secure. Staff support children to become independent. They celebrate children's attempts when children try to do things for themselves, giving plenty of positive praise, which helps to raise children's self-esteem and build their confidence. Children say they 'like coming to the pre-school and make good friends'. Children benefit from spending time in the outdoor environment. They are physically active and routinely build strength and precision in the control of their bodies as they balance, climb, crawl and build throughout the day.

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The provision is good

Staff deliver an ambitious curriculum that is designed to build on children's confidence, independence and resilience, helping them to prepare for the next stage of their education. They plan a curriculum that closely follows children's own choices and changing fascinations. Children are confident, resilient and curious in their play and are learning through the effective role modelling of the staff team. There is a robust key-person system, where children's next steps in learning are clearly identified and displayed. Staff know their key children well and tailor learning opportunities, such as games that focus on sharing and taking turns, to support children's learning and development.

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need to do better?

n The setting works effectively with parents who speak highly of staff. From the start, they engage parents with their child's phased settling-in period and ongoing learning and development. Staff communicate with parents via telephone and daily discussions. Parents regularly attend the setting to share their child's learning and achievements. For example, parents have recently attended an art day to celebrate the children's artwork. n Providers prioritise staff's well-being. They celebrate staff's achievements through 'wow' moments, which helps build staff's confidence. Staff work closely as a team, supporting the newest staff to improve practice, all of which creates a culture of teamwork and kindness. All staff take part in supervision meetings with the providers, who offer regular training to build their professional practice. For example, staff have completed training to develop a better understanding of

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need to do better?

how to teach children to manage their own feelings and mental well-being. n Staff interact well with children during group activities. However, they do not always support children to consolidate their listening, attention and understanding as they occasionally do not allow children time to think before asking more questions. n Children learn how to take turns. Staff respond swiftly when children need support to do this. Staff are consistent in their approach. This supports children

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need to do better?

23 October 2024 to understand the pre-school rules effectively. Staff are gentle and fair in their communication with all children. This helps children to understand what is expected of them. n Staff provide healthy food at mealtimes. Children try a wide range of foods with different textures and tastes. Younger children develop their control and coordination to use different tools to scoop and serve themselves lunch. All children follow good hygiene routines. n Staff value diversity and encourage families to share their unique backgrounds. Children with special educational needs and/or disabilities are supported well. Staff work closely with parents and external agencies to support children to make the best possible progress. n Staff's observations and assessments of children's learning and development are accurate and focused. This provides staff with the necessary information to plan what children need to learn next. This helps to ensure that any gaps in children's

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need to do better?

learning close promptly. n The providers show commitment to their role and to ensuring good outcomes for children. They reflect on the provision and gather the views of staff and parents regularly. Changes to how the nursery is organised are made with children's best interests in mind. n Children have good opportunities to make choices about where and who they play with. They take part in a range of child-initiated play and adult-led learning. However, on occasions, adult-led learning is not sharply focused to enable the older children to fully understand what is expected of them and achieve in what they do.

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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 allow children time to consolidate their thinking during activities before asking them more questions to help support their listening, attention and understanding even further n ensure that adult-led learning is sharply focused to enable the older children to fully understand what is expected of them and help them to achieve.

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Setting details

Unique reference number EY542218 Local authority Wiltshire Inspection number 10367791 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 Full day care

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inspection

Total number of places 44 Number of children on roll 53 Name of registered person Snowdrop Cottage Day Nursery Limited

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reference number

Telephone number 07828142368 Date of previous inspection 25 February 2019

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Information about this early years setting

Snowdrop Cottage Preschool registered in 2016. It has close links with nearby Snowdrop Cottage Day Nursery, which has the same owners. The pre-school is open each weekday between 8am and 6pm for 51 weeks of the year. The pre- school provides funded care and early education for children. The pre-school employs 18 members of staff who work directly with the children, including the two owner/managers. Of these, 16 staff are qualified at level 3 or above, three are qualified early years teachers, two hold early years degrees at level 6 and one holds an early years qualification at level 4.

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Inspection activities

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 with the provider. n Parents and children shared their views of the pre-school with the inspector. n The provider showed the inspector documentation to demonstrate the suitability of staff. n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

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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

23 October 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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