Little Ducklings Pre-School

Inspection of Little Ducklings Pre- School Holbein Close, Basingstoke, Hampshire RG21 3EX

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children have varied support for their learning and the quality of teaching is inconsistent. Although children are settled and engaged, their learning is often incidental, which does not support them to remain interested and focused. Staff do not fully consider what children, including those with special educational needs and/or disabilities (SEND), need to progress in their learning. Leaders do not give staff the support they need to plan for children's learning successfully.

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The provision requires improvement

However, despite these weaknesses, children are confident to enter the pre-school. They run in to see their familiar adults, and are warmly greeted. Children eagerly look around to see what staff have provided for them to play with. Staff know the children they care for well, and ensure their favourite resources are easily accessible. For instance, children search out the dough to model with. This thoughtful preparation by staff helps children to make independent choices.

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The provision requires improvement

Staff support children to learn about boundaries and respect. For example, they hold a group time each morning to remind children of the rules in the pre-school. Staff help children learn each other's names and the names of the adults. This helps children feel valued and supports them to feel safe and confident in the staff's care.

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need to do better?

n Leaders have recently designed an ambitious curriculum to meet the needs of the children who attend the pre-school. However, this is not fully embedded. Staff do not consistently implement good-quality teaching for children, including those with SEND. Not all staff understand how to promote children's learning through play. At times, staff do not know how to build on what children know and can do. Children's learning is not consistently supported well by staff. n Leaders generally support staff well. They hold regular individual meetings with staff to monitor the quality of their practice. Team meetings and an open-door policy to leaders helps to make staff feel supported. However, these arrangements are not effective in identifying weaknesses and areas where teaching is inconsistent. Leaders do not monitor staff practice well enough to know when staff need more help. At times, this means staff do not deliver

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need to do better?

effective teaching, leaving children lacking focus. This affects children's attitudes to learning. Staff do not benefit from consistent support and encouragement to develop their skills and knowledge. n Children with SEND are generally identified and some children benefit from effective plans to support their learning. For instance, staff know how to build on children's developing vocabulary through songs and stories. However, this is not consistent. Some children do not receive timely intervention to help them close

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need to do better?

25 October 2024 gaps they have in their learning. n Staff encourage children to develop healthy and active lifestyles. For example, they support children to balance on blocks, throw beanbags into targets and play energetically. Staff understand how to promote some good hygiene routines, such as by teaching children to wash their hands effectively before eating. However, they have not fully considered how to support children's dental well- being. Children do not understand or benefit from teaching about good oral health. n Staff build partnerships with parents and external professionals that work with children. Parents report on the effective communication from staff that keeps them informed about their children's learning. However, staff have not fully developed partnerships with other settings that children attend. This does not help to ensure continuity for children's care and learning. n Staff are positive role models for children's developing speech. They teach

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need to do better?

children new words and repeat back what children say. Staff help children to make links to what they know, such as singing about spiders when they see cobwebs. Children learn to communicate their wants and needs. n Leaders use additional funding effectively. For instance, they recognise the importance of building strong bonds between staff and children when they first start. Leaders make sure children have opportunities for quality time with their familiar adults in their early days at pre-school. They support children's emotional well-being effectively. n Staff follow children's interests and fascinations. For example, when children are intrigued about why cars are wet but it has not rained, they teach them about dew. Staff support and encourage children to take notice of the natural world, such as showing them snails they find. At times, children are self-motivated to join in and learn from staff.

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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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Due date

25 October 2024 ensure staff have a full understanding of how to implement the curriculum and deliver effective teaching that helps children build meaningfully on what they already know and can do 25/11/2024

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Due date

implement an effective system for staff supervision, coaching and mentoring, to ensure that weaknesses in staff practice are identified and addressed 25/11/2024

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Due date

put in place effective arrangements for supporting children with SEND. 25/11/2024

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should:

n support staff to promote children's good health, including their oral health, more effectively n develop systems for sharing information about children's learning to enhance continuity for their care and education when they attend other settings.

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Setting details

Unique reference number EY424761 Local authority Hampshire Inspection number 10367163 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 30 Number of children on roll 25 Name of registered person Little Ducklings Pre-School Basingstoke

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reference number

Telephone number 01256 413794 Date of previous inspection 11 February 2019

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Information about this early years setting

Little Ducklings Pre-School re-registered in 2011, and is situated in Basingstoke, Hampshire. The pre-school employs nine members of staff. Seven staff members hold appropriate qualifications at level 3 or above. The pre-school opens Monday to Friday, from 8am to 3pm, during school term times. The pre-school provides funded early education for children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend for the children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector talked to the staff and children at appropriate times during the inspection. n The inspector completed a joint observation with the manager. n A meeting was held between the inspector, the provider and manager. The inspector looked at relevant documentation and saw evidence of suitability of staff. n Parents shared their views of the setting 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

25 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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