Abacus Pre-School Nursery Limited

Inspection of Abacus Pre-School Nursery Limited Warwickshire County Council, Dassett C of E Primary School, Memorial Road, Fenny Compton, SOUTHAM, Warwickshire CV47 2XU

p.1

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

p.1

The provision is good

Leaders organise arrival and collection times so that staff can welcome each child individually. This provides time for parents to have private discussions with staff. Children happily separate from parents and join in with engaging activities that staff have carefully planned. Staff support transitions from home. They welcome parents into the setting to help children settle. This helps to build trusting, supportive relationships between parents and staff and helps children feel safe and secure. Leaders and staff monitor children's progress and identify gaps in children's learning. They plan a curriculum that provides challenge and builds on what children already know and can do.

p.2

The provision is good

Children's behaviour is good. Staff regularly remind them of the rules of the setting. Children listen and respond positively. Staff use sand timers to provide five-minute warnings before any changes in the session. This helps children to understand the passing of time and what to expect next. Staff provide children with additional support when this is needed. They plan focused one-to-one and small-group sessions to support turn-taking and sharing skills. Staff calmly support children to learn how to begin to name and regulate their emotions. They talk to children about being kind to their friends and help them learn right from wrong.

p.2

need to do better?

n All children make good progress in this inclusive setting. All staff know the targets on children's individual education plans and work as a team to help children achieve them. For example, staff use the same familiar sentences during play and routine times. Children learn and repeat these sentences to express their needs. Parents of children with special educational needs and/or disabilities describe how staff proactively work with other professionals to ensure that children receive the support they need. n Communication and language are key focus areas for leaders. Staff have completed specialist speech and language training. They understand the importance of modelling language, along with repetition in conversation, rhymes and stories. They use visual images and sign language to support children with communication and language delay. They introduce new vocabulary and ask thought-provoking questions.

p.2

need to do better?

n Leaders and staff support children who speak English as an additional language. They speak to parents to learn key words, phrases and songs in children's home language. Parents also share their cultural traditions, and staff incorporate these within their planning. n Leaders have a clear direction within their curriculum for the provision of children's physical development. Staff promote children's large- and small- muscle development. A range of resources are freely accessible to promote

p.2

need to do better?

13 November 2024 children's fine motor skills. Children run around the school playground with their friends. They explore the autumn leaves and practise their throwing and catching skills. Furthermore, children join in with weekly physical education sessions in the school hall, where they enjoy music and movement and explore travelling over and under apparatus. This supports children's transition to school as they become familiar with the school environment. n Staff promote children's confidence. Children take turns to be the leader for the day. They proudly announce tidy-up time and lead the line out to playtime. Staff provide some opportunities for children to develop their independence. Children practise their dressing skills as they dress up as their favourite characters and put on their own coats. However, leaders have not identified where parts of the daily routine do not maximise opportunities for children to extend their self-help

p.2

need to do better?

skills, particularly during snack and mealtimes. n Parents say how incredibly happy their children are at the setting. They describe staff as friendly and approachable, providing time, support and guidance for them and their children. Leaders have not identified where parent partnerships can be extended further to gather information about children's achievements at home. n Leaders are passionate about their provision and continually look for ways to improve. They complete regular supervision of staff to ensure their ongoing suitability. They identify areas of development and invest in specific training to improve outcomes for children. They have plans to seek parents' opinions to discover their preferred communication methods. n Within the curriculum, leaders have identified a phased approach to support children's behaviour. Younger children learn simple rules, such as 'we are kind, we play together, we take turns'. Staff encourage children to talk about emotions

p.3

need to do better?

and use pebbles to help children explore what makes them happy and sad.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n review and enhance daily routines to increase opportunities for children to complete everyday tasks for themselves n explore more ways for parents to share children's home learning and use this information to support assessments and inform future planning.

p.3

Setting details

Unique reference number EY419793 Local authority Warwickshire Inspection number 10365685 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 18 Number of children on roll 20 Name of registered person Abacus Pre-School Nursery Limited

p.4

reference number

Telephone number 01295771050 Date of previous inspection 6 February 2019

p.4

Information about this early years setting

Abacus Pre-School Nursery Limited registered in 2011 and is located in Fenny Compton, Southam, in Warwickshire. The nursery is open five days a week, from 9am to 3pm, during term time. The nursery provides funded education for two-, three- and four-year-old children. There are currently four members of staff working directly with children; two hold an appropriate early years qualification at level 3 and two hold level 6 qualifications. Of these, one holds early years teacher status and the other holds qualified teacher status.

p.4

Inspection activities

n The manager showed the inspector the premises and discussed how they ensure they are safe and suitable. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children communicated 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 special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 children. n The inspector carried out a joint observation of a communication and language activity with the manager. n Parents and grandparents shared their views of the setting with the inspector.

p.5

Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

p.5

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.

p.5

Inspection activities

13 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6