The Barn Preschool

Inspection of The Barn Preschool The Barn Preschool, Elizabeth Road, Waterlooville PO7 7LZ

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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

Leaders and staff provide children with a stimulating and exciting environment that they confidently explore. All children, including those with special educational needs and/or disabilities (SEND), develop positive attitudes towards their learning and make good progress from their starting points. Staff know the children and families very well. They use this knowledge to provide an ambitious curriculum that is sequenced and builds on what children already know and can do. Leaders and staff follow the 'Hygge' approach and have received an accreditation for its implementation.

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The provision is good

Leaders and staff encourage children to be independent and to gain the necessary skills they need for their next stage in learning and eventual move to school. For example, they wipe their own noses, disposing of tissues hygienically. They learn to dress themselves in preparation for outdoor play with minimal support and create their own games, sharing the rules with their friends.

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The provision is good

All children know the routine of the day. Even the youngest children know what is coming next and follow instructions very well. Leaders and staff are very good role models, which is reflected in how children behave and the connections they make with others. Children behave well and are kind and caring to one another. For instance, they share resources easily, patiently wait for their turn and alert staff when another child is feeling sad.

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need to do better?

n Leaders are very passionate about their setting and want to provide a home- from-home environment for children. They have a good understanding of how children learn and develop and have a clear vision on what to provide to support this. This vision is shared with the staff and is evident in their enthusiastic, patient and positive attitudes. n Overall, leaders and staff know the children and their families well and understand what they want them to learn next. However, on occasion, when children's next steps have changed, not all staff are made aware. This does not always ensure that children's learning is tailored to their specific needs. n Staff communicate well with parents. They use online communication systems to create a two-way flow of information. This provides parents with an understanding of the teaching methods, the curriculum approach and ongoing progress their children make. Leaders continuously encourage parental

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need to do better?

involvement and create a sense of community. For example, parents bring in resources for children to use and they attend events such as a summer barbeque where they can meet other families. n Leaders and staff support children's growing communication and language skills

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need to do better?

9 December 2024 well. They narrate what children are doing to allow them to hear the words correctly spoken. Staff encourage children to take turns when listening and speaking together. Staff use everyday tasks to build on children's developing language skills. For example, staff sing to children while they have their nappies changed. Staff regularly share stories with children and talk to them while they get ready for the outdoors. Children are confident and chatty. However, on occasion, some children become frustrated as staff do not always use the agreed strategies to support children to engage in conversations. Despite this, they are able to engage in the activities, have fun and understand what is required of them. n Leaders and staff build children's understanding of their emotions and resilience skills well. They allow children to have a go at tasks they might find tricky at first, and they expertly know when to step in to offer support. Staff use positive

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need to do better?

language and give children the words they need to ask for help. Children persevere with tasks and will support each other before asking for help. For example, children help to find their friends' gloves before going outside. Staff offer children lots of reassurance and are always on hand to provide cuddles when children need comfort. n Staff teach children how to keep themselves healthy. They talk about what food keeps them healthy at mealtimes and when playing in the play kitchen. Children have access to regular exercise and opportunities to develop their motor skills. For example, they balance, jump, run and climb.

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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 staff's understanding of what children need to learn next so that their learning is targeted to help them to make continued progress n develop teaching of speech and language further, so that those children who are still developing their own language skills feel listened to and can take part in conversations.

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Setting details

Unique reference number 2686705 Local authority Hampshire Inspection number 10363693 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 20 Number of children on roll 27 Name of registered person Farmer, Emma-Louise

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reference number

Telephone number 07961048555 Date of previous inspection Not applicable

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Information about this early years setting

The Barn Preschool re-registered under new owners in 2022. The pre-school is located in Waterlooville, Hampshire. The pre-school is flexible with opening times between 8.30am and 3pm, Monday to Friday, during school term times only. The pre-school accepts government funding for children aged two, three and four years. All staff are qualified in early years.

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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 the children to learn. n Children spoke with the inspector during the inspection and shared what they like to do and who their friends are. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector carried out a joint observation during an outdoor 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

9 December 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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