Barbican Pre-School

Inspection of Barbican Pre-School Barbican Pre-School, Barbican Methodist Church, Trewint Crescent, LOOE, Cornwall PL13 1ET

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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

Children enter the pre-school joyfully and find their names for self-registration. Younger children use the picture next to their name to help them identify which one is theirs. Older children confidently recognise the letters from their name. Children settle quickly, and staff help them to find an activity that interests them.

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The provision is good

The design and implementation of the curriculum is embedded well. Staff have high expectations of children and aspire for them to achieve. For example, staff have identified that children require additional support in strengthening their hand and finger muscles in preparation for early writing. For older children, staff show them how to use spray bottles where they can squeeze the spray bottle to release the water for instance. For younger children, staff teach children how to 'twist', 'mould' and 'squash' dough to help develop these skills.

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The provision is good

The new leadership are committed to ensuring that all children make strong progress. They use funding effectively to help close gaps in children's learning. For instance, staff provide children with enhanced ratios and work efficiently to help meet their next steps. Children have a positive attitude to learning and show a willingness to engage to help them make strong progress.

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need to do better?

n Staff recognise the importance of physical development for children. They ensure that children receive plenty of outdoor play, including opportunities to play on the climbing equipment and to ride bicycles. Younger children navigate how to climb in and out of the sandpit and enjoy making marks in the sand. Staff take children out in the local community. They walk to the nearby park and have strong relationships with neighbouring schools. Staff and children take part in a variety of activities together, such as nature and woodland activities, as well as play sessions in the community. n Generally, staff apply daily routines to help children understand what will happen next. For example, they use a visual timetable for the events of the day. However, staff are not always consistent in their approach in meeting some children's needs. Staff, at times, provide children with mixed messages, such as placing children in their buggy too early or asking them to sit down when they

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need to do better?

should be outside. Occasionally, children become unsettled. n Parents report positively on the welcoming and friendly pre-school. They comment on how their children have made progress since starting and how they receive regular updates on their child's development. Children can borrow books from the pre-school to share at home with their parents to provide a consistent approach to learning. n Children enjoy singing and dancing activities. Younger children copy the actions

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need to do better?

12 November 2024 to familiar rhymes while older children work out how many 'aliens' are left when one is taken away. All children enjoy using musical instruments such as maracas. Staff ask children to shake them 'up high', 'down low', to the 'side' and 'behind' their back. Children develop their coordination as well as their understanding by following instructions. n Overall, staff liaise well with children to encourage their communication. They use clear sentences for younger children to understand and encourage them to repeat single words. Older children speak in sentences and can make their needs and wants known. However, at times, staff do not consistently build on children's speaking skills, such as during story times and outdoor play, to extend their vocabulary. n Children develop their independence well. During snack, children turn a rotating tray and select which healthy foods they like. Younger children count the dots on

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need to do better?

a visual aid to indicate how many pieces of each food item they can have. Older children correctly identify the numeral and select two pieces of crumpet. n Staff reflect on their practice and identify areas to develop. They attend frequent training to help keep their knowledge and skills updated and work closely with other professionals, particularly to support children with special educational needs and/or disabilities. Staff use their new knowledge to help children understand and acknowledge their own emotions. They talk to them about how it is okay to feel sad and to talk about their feelings to promote positive mental well-being. n Children are highly confident and develop good levels of self-esteem. Staff praise them regularly for their efforts and achievements. For example, when children independently complete a complex puzzle or work together as a team to build a wooden train track.

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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 implement a consistent approach to meet children's needs n develop staff interactions with children, particularly during stories and outdoor play to further extend their vocabulary.

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Setting details

Unique reference number EY380095 Local authority Cornwall Inspection number 10367844 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 36 Number of children on roll 27 Name of registered person Barbican Pre-School Committee

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reference number

Telephone number 01503262948 Date of previous inspection 27 February 2019

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Information about this early years setting

Barbican Pre-School registered in October 2008. The pre-school operates from the Barbican Children's Centre in Looe, Cornwall. It is open Monday to Friday, from 8.15am until 2.45pm with the provision to extend until 4pm. The setting is open full time during term time and part time during school holidays, depending on need, except over the Christmas period when the setting is closed. There are eight members of staff working at the pre-school. Five staff hold appropriate early years qualifications at level 3, one member of staff is qualified at level 2, one staff member is an apprentice training towards a level 3 qualification and another staff member is an unqualified volunteer aiming towards teacher training. The pre- school offers government funded places for childcare and receives specific funding for disadvantaged children.

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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 told the inspector about their friends and what they like to do when they are at pre-school. 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 observed the interactions between staff and the children. n The manager and the inspector carried out a joint observation during a whole group activity. n Parents shared their views of the pre-school with the inspector. 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

12 November 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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