Bedford Road Preschool

Inspection of Bedford Road Preschool Wilbury Hall, Bedford Road, Letchworth Garden City SG6 4DU

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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

Children enjoy the welcoming environment of the pre-school, where staff prioritise children's individual needs and interests. Children arrive happily and settle quickly with support and reassurance from the nurturing staff. Staff recognise and respond to children's emotional needs, ensuring they feel safe and secure. This strong foundation helps children to explore their surroundings confidently and engage with their peers.

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The provision is good

Building positive relationships with children and families is central to the staff's approach. Staff use home visits to learn about children's routines, interests and family dynamics, which helps them create a personalised and supportive environment. Displays of children's families further strengthen their sense of belonging, helping them feel part of the pre-school community. Staff take time to listen and respond thoughtfully to children, creating an environment where they feel valued and supported.

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The provision is good

Children enjoy meaningful and exciting activities that encourage exploration and discovery. They investigate ice and water, sparking curiosity and creativity as they ask questions about 'how' and 'why'. Activities are appropriate for children's interests and abilities, helping them stay engaged and motivated. Staff encourage children to try new things, practise skills and build on their existing knowledge, helping them progress with their learning.

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need to do better?

n Regular assessments help staff to identify areas where children may require additional support quickly. They work closely with parents and external professionals to create targeted plans that ensure children receive appropriate support. This collaborative approach helps all children make progress, including those with special educational needs and/or disabilities (SEND). n Staff plan next steps for children that build on what they know and can do. They focus on teaching the skills needed for future success. For example, fine-motor tasks, such as threading and using tools, help children develop the strength and coordination needed for early writing. Opportunities for balancing and climbing promote core strength and encourage children to take risks, helping them build resilience and confidence in their abilities. n Staff support children's language development through meaningful interactions and conversations. They ask open-ended questions, such as 'What do you think

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need to do better?

might happen?' to encourage children to think critically and express their ideas. These interactions help children develop their vocabulary and confidence in communication. n Parents are kept well informed about their children's progress through ongoing

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need to do better?

21 November 2024 discussions. Termly consultations and practical suggestions for learning at home provide parents with the tools to support their children's learning. This consistent partnership ensures parents contribute to their child's development and helps build trust between families and staff. Parents speak highly of the staff and praise them for the support they receive. n The manager and her team are passionate about their roles and share a clear commitment to driving improvement. Training opportunities for staff reflect the needs of the children. For example, therapeutic play training has enhanced the staff's understanding of children's emotional well-being. The manager supports the team through regular discussions about their professional development and personal well-being, creating a positive and motivated workplace culture. This helps staff to feel valued and equipped to deliver effective teaching and care.

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need to do better?

n Staff use positive redirection techniques to manage children's behaviour, such as reminding children to use their 'walking feet,' which helps guide behaviour in a constructive way. They also work with other professionals to support children's individual behavioural needs. However, the approach to behaviour management lacks consistency, as staff have not established clear and shared expectations. While some staff effectively address low-level disruptive behaviours, others are less consistent in reinforcing boundaries. This inconsistency makes it harder for children to understand and manage their own behaviour. n Children engage in conversations with staff and learn good table manners, such as saying 'please' and 'thank you' during snack time. However, staff have not considered how best to use the routines of the day to promote children's higher level of independence.

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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 develop the use of daily routines to increase opportunities for children to develop self-help skills and independence n ensure that all staff implement consistent behaviour management procedures so that all children gain clear and consistent messages about what is expected of them.

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Setting details

Unique reference number 2688453 Local authority Hertfordshire Inspection number 10363677 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 26 Number of children on roll 24 Name of registered person Haggar, Nicola

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reference number

Telephone number 07308 072984 Date of previous inspection Not applicable

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Information about this early years setting

Bedford Road Pre-school re-registered in 2022 and is based in Letchworth Garden City. The pre-school operates Monday to Friday, from 9am until 2pm, during term time. The pre-school employs eight members of staff, including one member of administrative staff. Of these, five hold appropriate early years qualifications at level 3. The setting provides government funded early education for all eligible 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 children to learn. n Children spoke with the inspector during the inspection. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 interactions between staff and the children. n The manager and the inspector carried out a joint observation. n Parents shared their views of the setting 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

21 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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