Shelton-Lock Pre-School

Inspection of Shelton-Lock Pre-School The West End Room, St. Edmund's Church, Shelton-Lock, Derby DE24 9JA

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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 enjoy attending this pre-school. Staff demonstrate a genuine interest in each individual child in their care and develop warm relationships with them. Children feel safe and secure at the pre-school and are confident and happy. Staff communicate clearly with the children, and children listen attentively. As a result, children know the routine and what is expected of them. Children are eager to join in and help one another during tidy-up time when they hear the 'tidy-up song'. Staff use effective techniques to manage behaviour. They offer praise and encouragement, building on children's self-esteem. When children follow instructions or do something kind, staff reward them with a gem to put in the 'gem jar'. This promotes good behaviour in the pre-school.

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The provision is good

Staff ensure that children have lots of opportunities to express themselves creatively. For example, children enjoy regular music and movement sessions. Staff encourage children to move in lots of ways, such as marching, tiptoeing, jumping, running and making large movements with their hands. Children squeal with delight as they sing along and re-enact the 'We're Going on a Bear Hunt' song. Staff read the bear hunt book with expression to children to support their love of stories.

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need to do better?

n Leaders and staff use assessment well to check what children know and can do to inform teaching. They gather information from parents prior to the child joining the setting. They use this information, along with their observations and assessments of children's learning, to help identify what they need to learn next. Staff plan effectively to provide support for all children to make good progress in their learning. n Staff support children to be independent. Children pour their own drinks and put on their own coats and dressing-up clothes. Younger children are given just the right amount of support to help them to learn the independence skills they need. Children's oral hygiene is supported well. They carry out daily, supervised tooth brushing, and staff teach them about the importance of cleaning teeth. n Leaders and staff place a high priority on developing children's communication and language. High-quality interactions between staff and children ensure that

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need to do better?

children have many opportunities to hear new words and increase their vocabulary. For example, children are curious about ice they find in the garden, so staff talk to them about how it feels and introduce words, such as 'crunch' and 'melting'. n Children enjoy being active in the outdoor area, developing their physical skills. They run and ride tricycles, and staff teach children how to play basketball. However, staff are not consistent in allowing children to take appropriate risks as

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need to do better?

22 November 2024 they play. For example, children were not allowed to climb up the slide, and staff explained that they could not access the top garden as it was too icy. n Staff support children's early mathematics as together they build with connecting blocks. Staff introduce concepts of size, such as small, medium and large. However, staff do not count routinely to support children's awareness and knowledge of number. n Leaders have an effective supervision process to ensure that staff receive the support they need. Staff say how well they feel supported and looked after and how they work well as a team. Leaders conduct peer observations on staff practice and training targets are set to support their development. This has a positive impact on children's learning. n Parent partnerships are good, and parents speak highly about staff. They appreciate how approachable and caring staff are. Staff inform parents regularly

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need to do better?

about their children's development through daily handovers and an online app. Parents are invited in for stay-and-play sessions to gain an insight to their child's time at the pre-school. n Support for children with special educational needs and/or disabilities (SEND) is effective. Staff have a good understanding of their individual targets and implement these throughout the day. Staff work closely with outside professionals to ensure that children receive the support they need. Staff recently received healthcare training to support a specific medical need. They place utmost care and attention to ensure that children's individual needs are 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 support staff to understand how to teach children to take appropriate risks and meet challenges as they play to help them understand how to keep themselves safe n support staff to deliver the mathematics curriculum more effectively to build on children's understanding of number and counting.

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Setting details

Unique reference number EY541492 Local authority Derby Inspection number 10373432 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 25 Number of children on roll 25 Name of registered person Shelton-Lock Pre-School Committee

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reference number

Telephone number 07941892552 Date of previous inspection 4 February 2019

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Information about this early years setting

Shelton-Lock Pre-School registered in 2016. The pre-school employs six members of childcare staff. Of these, one holds an appropriate early years qualification at level 4, two hold qualifications at level 3 and two at level 2. Sessions are from 9am until 3.30pm, Monday to Friday, during term time only. The pre-school provides government funded early education places.

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Inspection activities

n The leaders and inspector completed a learning walk together of the pre-school and discussed the early years curriculum. 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 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 and manager carried out joint observations of an activity. 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

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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