Southfields Pre-School

Inspection of Southfields Pre-School Old Hall Farm, Screveton Road, Car Colston, Nottingham, Nottinghamshire NG13 8JG

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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 show excitement to go with staff on woodland walks. They understand some ways in which they can keep themselves safe when they walk with staff near roads. For instance, when staff ask children what they need to do, children reply that they need to hold hands. Children show that they enjoy being physically active. They rest their bodies over tyres and swing back and forth. When children climb up rope nets, they are supported by staff to take turns with their peers. Children develop the muscles in their hands when they copy staff to use hammers to tap golf tees into potatoes. Children learn about natural objects. For instance, staff show and explain to them that fir cones close when they are wet.

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The provision is good

Children are supported by staff to understand about their own and others' feelings and emotions. For example, staff talk to younger children about their friends being sad if they take toys from them. When staff read older children stories about feelings, they ask them what makes them feel excited. Older children say that they are excited for Christmas. Children are supported to persevere in their play. For instance, when they attempt to complete inset puzzles, staff offer suggestions, such as to turn the puzzle pieces around. This results in children completing puzzles on their own.

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need to do better?

n The management team places a focus on supporting children's communication and language skills. For example, staff sing songs with children to encourage their speaking skills. They support children to remember and say favourite phrases in books. This includes children recalling a story about a bear and saying, 'We have to go through it,' when they walk across grass. n The management team invites other professionals into the pre-school to support children with special educational needs and/or disabilities. Staff work in partnership with other professionals to identify and implement targets with their key children to help close any gaps in their learning. n Staff share information with parents to keep them informed about their children's day. This includes sending them photos of children engaged in activities. Staff share termly reports with parents and hold discussions with them about their children's learning.

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need to do better?

n Staff understand what their key children need to learn next and help them to progress in their development. However, this information is not always shared fully across the staff team. This results in, at times, some staff not recognising how best to help children with their learning during their self-chosen play experiences. Therefore, children are not able to make the very best progress. n The management team and staff offer children a range of nutritious meals, snacks and drinks. This contributes to promoting children's good health. Parents

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need to do better?

25 November 2024 say that they appreciate staff encouraging their children to try new foods to help expand their diet. n When children eat meals and snacks, staff sit alongside them, helping to make this a sociable time. Children are reminded to use good manners when they receive food. For example, staff and children sing a song about saying please and thank you. n Children are encouraged to be independent. For example, they wash their hands prior to eating to promote hand hygiene routines. Younger children are provided with hand-over-hand support to pour their drinks. Older children manage to do this by themselves. n Staff help children to understand when the routine of the day changes. For example, they ask children to put their hands on their heads and then knees. Children stop what they are doing and follow these instructions. However, the organisation of some daily routines is not as effective as that of others in

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need to do better?

engaging children's learning. For example, when children are supported by staff to change into outdoor clothing, this time is chaotic and some children do not focus. Furthermore, when staff ask children to tidy away toys, they do not support all children to do this. n Staff find out about children's home life and use this information to hold discussions with children about their experiences. For example, children look at and discuss photos of their pets that are displayed. This helps children to make connections between their home and the pre-school.

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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 strengthen the sharing of information between children's key person and other staff so that children's learning and development are further supported during their self-chosen play n review the organisation of daily routines to support all children to be engaged in learning.

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Setting details

Unique reference number 253397 Local authority Nottinghamshire County Council Inspection number 10359793 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 27 Number of children on roll 16 Name of registered person Beeby, Amanda Jane

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reference number

Telephone number 01949 20123 Date of previous inspection 18 December 2018

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Information about this early years setting

Southfields Pre-School registered in 1999 and is situated in Car Colston, Nottingham. The pre-school employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 and one at level 6. The pre- school opens from Monday to Friday, for 50 weeks of the year. Sessions are from 7.45am to 5.30pm. The pre-school provides funded early education for children aged from nine months.

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Inspection activities

n The management team and the inspector completed a learning walk together of all areas of the pre-school and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the management team. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n Parents shared their views on 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

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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