Bolney Under Fives Pre-School Group

Inspection of Bolney Under Fives Pre- School Group Rawson Hall, The Street, Haywards Heath RH17 5PF

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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 are excited to arrive at the pre-school. Staff give a friendly and warm greeting as the children say goodbye to parents and run towards their friends who have been waiting for them. Children settle in well and develop trusting relationships with their key person and other staff. They demonstrate a strong sense of belonging as they move confidently around the pre-school, seeking out a visitor to the setting and inviting her to play with them.

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The provision is good

Staff have a deep understanding of children's needs and unique capabilities. They provide an ambitious curriculum that builds on children's existing knowledge and current interests. This ensures that children remain highly motivated in their learning, it strengthens their knowledge and enables them to make progress from their starting points. This includes those children with special educational needs and/or disabilities (SEND).

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The provision is good

Staff teach children about the rules in the nursery, which include walking indoors, taking turns and listening to what others have to say. They model respect and kindness which helps children to gain a good understanding of the importance of being kind and respectful to others. Children are confident, including the younger children. They select activities and resources independently and follow their own ideas in play.

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need to do better?

n Children with SEND are well supported. Staff recognise the importance of working with parents and a range of external professionals. There are individualised programmes in place to meet the needs of children with SEND. As a result, children who need additional support make progress alongside their friends and are prepared for future learning. n Generally, the organisation of routines works well, which helps children to understand what is happening next. However, there are times when the youngest children wait for prolonged periods of time to engage in other activities. For example, staff do not recognise when children have finished at an activity and become restless or and disengaged. This impacts on children's motivation and enjoyment as they wait to move onto the next activity. n Overall, staff give careful consideration to further extend children's vocabulary, speech and language development. They engage children in discussions, use

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need to do better?

books and rhymes and promote a language rich environment. However, there are times when some staff do not fully extend younger children's communication skills. This means children do not receive consistent exposure to familiar words or new vocabulary. Despite this, younger children's enjoyment and engagement during activities is high.

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need to do better?

22 November 2024 n Staff plan a range of enjoyable and stimulating activities which meet the ages and stages of development of all children. For example, staff plan a malleable dough activity to music. Children are encouraged to sing along and use the muscles in their hands and fingers to push and press the dough into shape. This effectively supports the strengthening of muscles that later on are used for writing. Children demonstrate their delight as the sound of laughter echoes throughout the pre-school. They shout, 'Oh can we do that again?!' n The staff team report high levels of well-being. They are encouraged to train further which positively impacts the children they care for. Families are encouraged to engage well with the local community. For example, children, staff and parents are invited to several well-organised fundraising events for the pre-school. Parents provide strong positive feedback on how well the pre-school

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need to do better?

is led, stating that staff 'go above and beyond'. n Staff are committed to keeping children safe. They understand the importance of empowering children to take some responsibility for their own safety. Staff use resources, such as books, to have mature discussions about the parts of the body which are private. Consequently, children begin to develop an understanding of body autonomy in a age-appropriate and sensitive way.

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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 review and improve the organisation of some routines so that children remain engaged and focused in their learning n develop staff's understanding of how to adapt interactions to support younger children's vocabulary and acquisition of new words.

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Setting details

Unique reference number EY495006 Local authority West Sussex Inspection number 10360031 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 26 Number of children on roll 30 Name of registered person Bolney Under Fives Group Committee

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reference number

Telephone number 01444 848631 Date of previous inspection 13 December 2018

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Information about this early years setting

Bolney Under Fives Pre-School Group registered in 2015. It is situated in Haywards Heath, West Sussex. The setting is open from 8.30am to 3pm, Monday to Friday, for 43 weeks of the year. It is also open for before- and after-school care and during some school holidays. There are five members of staff, four of whom hold appropriate early years qualifications up to level 6. The pre-school provides government funded early education places for children aged from nine months to four years.

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Inspection activities

n The manager and inspector carried out a learning walk together and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the staff and children. n Parents shared their views of the pre-school 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

22 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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