Titchmarsh Pre School

Inspection of Titchmarsh Pre School The Clubroom, 19 High Street, Titchmarsh, KETTERING, Northamptonshire NN14 3DF

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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 happily arrive at the pre-school, eager to start their day. They are greeted by kind and caring staff. Children hang up their coats on their named pegs and take part in self-registration, which helps develop their independence. Staff provide a range of interesting activities for the children to learn from, which children are keen to explore. They confidently make choices in their play. Children develop bonds with their key person and staff in the pre-school, helping them to feel safe and secure and supporting their emotional well-being.

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The provision is good

Children explore play dough, strengthening their small muscles as they push pieces of herbs into it. Children's language and imagination are promoted as staff join in their play. For example, as children excitedly tell staff, 'I've got coins,' staff ask what they could buy and teach words such as 'shiny' and 'differences'. Staff praise children for their achievements, boosting their confidence and self-esteem. Children enjoy exploring the safe outdoor area. They confidently climb on equipment, showing good control and balance. They enjoy using chalks on the ground, drawing reindeer, and staff encourage children to count the legs. Staff comment on patterns children make, such as spotty, developing children's early mathematics.

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need to do better?

n The manager has a good vision of what she wants children to learn and knows how to teach them the skills they need in preparation for when they leave pre- school. The curriculum is well planned, enabling children to make good progress. Staff plan activities based on children's interests, promoting their curiosity and motivation to learn. n All children, including those with special educational needs and/or disabilities, make good progress from their starting points. Staff swiftly identify gaps in learning. They work closely with parents and other professionals and make timely referrals. Staff follow targeted action plans and use additional funding to help children make the best possible progress in their learning. n Staff support children to become increasingly independent. They encourage children to put on their own coat and to help each other with their zips. Children pour their own drinks for snack and serve their food at lunchtime. Staff help

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need to do better?

children to build their self-help skills by encouraging them to try and do things for themselves, offering help when needed. n Staff set high expectations for children's behaviour and remind them of rules during play, helping them to share and take turns. As a result, children's behaviour is good, and they follow the pre-school routines well, helping to create a calm environment. For example, at snack time, children remind each other, 'You can take one piece of fruit.' n Children are beginning to learn about keeping themselves healthy, for example,

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need to do better?

11 December 2024 through washing their hands before meals. Children are mostly offered healthy snacks. However, not all children are given the opportunity to learn about making healthy choices. n Staff share stories with children, pausing to ask questions and giving children time to join in. This helps to develop their listening and attention. For example, staff ask children where the bees in the story might live, and they respond, 'In a hive' and say they 'like honey'. Staff introduce the correct language to children. For example, when a child draws a reindeer and says it has 'horns', staff talk about reindeer having antlers. However, staff do not always use their interactions with children in a way that supports emerging language. n Parents speak positively about the pre-school and the staff and say their children are thriving. They feel supported by staff, who identify their children's needs and support them through referral processes. Parents comment that their children

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need to do better?

are happy to attend, and they receive regular updates about what their child is learning. They comment that the pre-school is wonderful. n Staff speak highly of how they are supported by the manager in their roles and enjoy working as part of a team. Training needs are identified through regular supervision meetings, helping staff to keep their knowledge up to date. New knowledge is shared with colleagues to promote good quality teaching.

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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 offer all children the opportunity to make healthy choices at mealtimes to develop their understanding of how to keep themselves healthy n improve staff's understanding of how to support children to develop their language and communication.

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Setting details

Unique reference number EY540169 Local authority North Northamptonshire Inspection number 10364151 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 30 Name of registered person Titchmarsh Pre-School

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reference number

Telephone number 07879072796 Date of previous inspection 28 January 2019

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Information about this early years setting

Titchmarsh Pre School re-registered in 2017. The pre-school employs six members of childcare staff. Of these, five hold early years qualifications from levels 2 to 6. The pre-school opens from Monday to Friday, during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n Children spoke to the inspector during the inspection. 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 children. n The inspector carried out a joint observation of a communication and language activity with the manager. 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

11 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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