Potterspury Pre-School

Inspection of Potterspury Pre-School John Hellins Primary School, High Street, Potterspury, TOWCESTER, Northamptonshire NN12 7PG

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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 Inadequate

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The provision is good

Children quickly settle to play when they arrive. They are happy to see the staff and their friends. Children who are new to the setting receive gentle support and encouragement from staff to help them to develop a sense of belonging in the pre- school. Staff are sensitive in their interactions with children and adapt to meet their different levels of development. Appropriate next steps in learning are identified for individual children, and staff successfully help children work towards these as they play with them. For example, staff consistently demonstrate sign language that some children are learning, such as how to sign thank you, and they say the word as they sign.

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The provision is good

Children are excited to join in with songs and rhymes, and they enthusiastically copy the actions staff demonstrate to their favourites. Staff help children listen to the song, and they learn how to follow instructions when they use two sticks to tap together. Children know when to tap their sticks quickly, slowly, loudly and quietly. Overall, children become fully engaged in their activities and show sustained concentration. Children watch staff as they show them how they can make a character from a favourite story using sticks, leaves and pipe cleaners. Children copy staff when they twist pipe cleaners around their own model to make arms for their character.

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need to do better?

n Since the last inspection, the staff have successfully implemented positive changes to improve children's safety. They have developed a curriculum that promotes children's learning effectively. Staff work well together and support each other's well-being. The committee are involved and available to the staff for further support if required. Staff are regaining confidence; they feel valued and have refreshed relevant training to ensure that their knowledge stays up to date. However, staff supervision and coaching are not yet fully embedded to ensure their individual professional development needs are fully met. n Staff know the children well. They discuss together what they want children to learn so that all staff understand the purpose of the activities they supervise. This effective communication results in staff being supportive in their interactions. For example, children who are developing their physical skills, such

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need to do better?

as balance and co-ordination are supported well by staff. Staff set up balancing beams outside and encourage children to try and balance. They give them praise for their efforts and achievements. n Overall, staff successfully engage children in play, and children enjoy the staff's involvement with them. Staff talk to children about what they are doing and ask meaningful questions that help children to think about how they can further extend their interest. On occasion, however, staff do not pick up when children

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need to do better?

25 November 2024 indicate that they want to play with them and only briefly interact to acknowledge them and then move away. This sometimes results in children losing interest and not remaining focused on their play and learning. n Staff have a clear and positive approach to support children's positive behaviour. They comment when children are playing well with their friends and being kind. Staff remind children of the expectations for behaviour and talk to children about their feelings. Staff support those who are less confident with their speaking to indicate on picture cards how they are feeling. This helps to promote children's learning about recognising their own feelings. n Children benefit from the staff's caring manner, and they build positive relationships with them. Staff recognise when children need reassurance and check with them that they are okay. Children are confident to approach staff for

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need to do better?

cuddles, which are warmly given by the staff, who help children settle back to their play. Children's self esteem is promoted. They eagerly listen at the end of the session to find out who has been the star of the day and all clap to celebrate their friend's achievement. n Staff work closely with parents; they are proactive and swift in identifying when children may need additional support. Ongoing communication with parents ensures that they feel involved in their child's learning, and parents are supported with ways they can continue their child's learning at home. The partnership working with parents and other agencies who are involved with children is effective. This contributes to children receiving a consistent approach and their individual needs being met.

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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 embed the system for the supervision and monitoring of staff's professional development to continue to improve their skills and knowledge n strengthen staff's skills so that interactions with children consistently support them to sustain their interest and concentration.

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Setting details

Unique reference number 219968 Local authority West Northamptonshire Inspection number 10374412 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 Sessional day care

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inspection

Total number of places 26 Number of children on roll 31 Name of registered person Potterspury Pre-School Committee

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reference number

Telephone number 01908 542871 Date of previous inspection 8 July 2024

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Information about this early years setting

Potterspury Pre-School registered in 2000. The pre-school is located on the site of John Hellins Primary School in Potterspury, Northamptonshire. The pre-school employs nine members of childcare staff, seven of whom hold appropriate early years qualifications at levels 3, 4 and 6. The pre-school opens from Monday to Friday, during term time and provides before- and after-school care for children. Sessions are from 8.15am until 4.15pm, Monday to Thursday, and 8.15am until 3.15pm on Friday. The pre-school provides government funded places for children aged from two to four years.

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Inspection activities

n The interim manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector talked to staff at appropriate times during the inspection about their key children. n The inspector and the interim manager carried out a joint observation of a craft activity. n Children spoke with the inspector during the inspection. n The inspector spoke to several parents during the inspection and took account of their views.

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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

25 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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