Bagshot Pre-school

Inspection of Bagshot Pre-school Bagshot Infant School, School Lane, Bagshot GU19 5BP

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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 Not applicable

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The provision is good

Staff provide a warm welcome. Children arrive happy and confidently leave their parents and carers at the door. Children demonstrate that they feel safe and develop a secure sense of belonging as they chat about their mornings with staff. Staff know the children and their families very well. This helps children quickly settle in this friendly pre-school.

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The provision is good

Leaders and staff place a high priority on supporting children's communication and language skills. Staff are skilful and introduce new vocabulary, such as 'post office' and 'bank', as children explore the small-world toys. Staff repeat back what children say so that children can hear the spoken words. This helps to develop their clarity of speech. Staff quickly identify any children who need support in this area and provide them with extra support. This helps to reduce any gaps in children's development.

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The provision is good

Staff are good role models and have high expectations for children's behaviour. They teach children to play cooperatively together. For instance, staff provide children with a sand timer as a visual aid to help their understanding of turn-taking.

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need to do better?

n Staff promote children's health well. They monitor children's packed lunches and snacks. Staff provide guidance for parents to help them understand what makes a healthy packed lunch. Children wash their hands before they eat and are encouraged to develop healthy eating habits. Staff teach children that fruit and vegetables are healthy foods, and they grow these in the garden. They have ample opportunities to exercise, both indoors and outdoors, which promotes their good health and well-being. n Overall, leaders and staff design a well-sequenced curriculum. They have a good understanding of what they want children to learn and why. Staff plan the environment based around children's interests and their next steps in learning. For example, children concentrate as they thread wool through holes on a paper plate, to create a spider web. This helps develop the small muscles in their hands for later writing. However, staff do not always consistently plan purposeful

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need to do better?

outdoor activities to extend children's learning, particularly for those who learn best outdoors. This means some children have more opportunities than others. n Staff provide opportunities for children to develop their imaginations. For example, children enjoy the role-play area, such as pretending they are vets. Furthermore, children pretend to fill their ride-on cars up with petrol. These experiences help children make sense of their world. n Staff support children to develop a love of books. Storytelling is used to extend children's language as they talk about what words mean and expand their

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need to do better?

14 November 2024 vocabulary. Staff are skilled at capturing children's interest in stories. Children listen intently as staff bring characters to life. Staff encourage children to make predictions about what will happen next. This helps prepare children well for the skills they need for school. n Children behave well. Staff support children to understand different emotions. For instance, they use pictures of 'happy' and 'sad' faces. Staff talk to the children about how they may feel. This broadens children's knowledge of emotions. n All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points. Leaders work closely with other professionals to ensure that children with SEND have personalised plans in place to meet their individual needs. n Leaders support the professional development of staff well. For instance, staff have recently completed training in how to support children's language

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need to do better?

development. This helps staff use strategies to promote children's listening and communication skills. n Parent partnerships are good. Staff share a wealth of information through daily discussions, written assessments and via an electronic platform. Parents say that they appreciate the daily communication that staff have with them about what their children have been learning. This helps them extend their children's learning at home.

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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 strengthen the curriculum intent for outdoor activities to better support those children who prefer to play and learn outside.

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Setting details

Unique reference number 2699202 Local authority Surrey Inspection number 10367464 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 36 Name of registered person Michel, Susan

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reference number

Telephone number 07470170560 Date of previous inspection Not applicable

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Information about this early years setting

Bagshot Pre-school registered in 2022 and is located in Bagshot, Surrey. The pre- school opens from 9am to 3pm, Monday to Friday, during term time only. It employs eight staff who work with the children. All staff hold appropriate childcare qualifications. Of these, seven staff hold qualifications at level 3 or above. It provides funded early education for two-, three- and four-year-old 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 The inspector spoke to children to find out about their time at the 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 manager and the inspector carried out a joint observation of a planned 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 pre-school.

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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

14 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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