Hyde Pre-School

Inspection of Hyde Pre-School Hyde Church Community Centre, Hyde, FORDINGBRIDGE, Hampshire SP6 2QH

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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 Outstanding

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The provision is good

Children arrive happy and ready to learn. They know the routine and confidently enter the pre-school. Children find their pictures to self-register. Staff use this time to find out how the children are feeling as the children put their photos against pictures that represent emotions, such as happy, sad, angry or sleepy. Children independently hang up their coats and put away their lunch boxes. They choose what they would like to do from the activities staff provide.

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The provision is good

Staff provide a broad and balanced curriculum based on the children's interests and developmental needs. They provide many opportunities for children to practise their physical skills. For example, during a forest school session, children push their child-sized tractors to the top of the hill and excitedly wheel back down. They climb on the swings and navigate how to move backwards and forwards. This helps to develop their coordination.

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The provision is good

Staff have high expectations for behaviour and children understand the rules and boundaries. For example, children know that if they would like to ride on a particular tricycle, they can use the egg timer. Children confidently turn it over to start the waiting time. They watch the sand go down and then ask their friends for a ride. This promotes their confidence and understanding of sharing and turn taking. All children, including those with special educational needs and/or disabilities (SEND), make good progress from their starting points.

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need to do better?

n The leadership team has a clear vision for the pre-school and is ambitious in its plans to develop the provision. The team monitors staff performance through supervision, and staff can access training opportunities. This helps to ensure they update their skills. Staff report they feel supported in their roles and their well-being is good. They work well together and are deployed effectively to meet the needs of the children. Staff communicate effectively as a team and this helps to provide consistent care and support for the children. n The leadership team forms close relationships with the local schools. For example, the team attends seasonal events to familiarise children with the different environments. This helps to support children with transitions. Staff also work in partnership with other settings children attend and develop a shared approach to children's care and learning. n The leadership team plans a broad curriculum and provides activities to meet the

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need to do better?

children's interests. However, at times, staff do not deliver in a way that meets the different learning needs of older children. For example, staff do not support children to express their own ideas or do tasks for themselves. Although children enjoy activities, this does not always extend their learning effectively.

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need to do better?

17 December 2024 n Overall, children make good progress in their communication and language development. Staff use books and storytelling to further extend children's vocabulary and speech. However, on occasion, staff do not provide sufficient time for children to respond to questions. They do not always use interactions effectively to give children opportunities to practise and further develop their communication skills. n Staff support children effectively to manage their own personal needs and adopt healthy habits. They remind children to wash their hands before meals and after using the toilet. Children confidently help themselves to fruit and pour their own drinks at snack time. This helps children to understand the importance of good hygiene and healthy lifestyles. n Staff build on what children know and can do and provide activities to meet their needs. Consequently, children demonstrate positive attitudes to learning. For

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need to do better?

example, they persevere in their play with blocks, balancing pieces and concentrating hard as they build tall towers. Children excitedly call staff to look at their constructions. They beam with excitement as they show off their creations. n Partnerships with parents are positive and information sharing is effective. For example, staff gather details about children and request photos. They create books with this information that they share with the children as they settle into pre-school. Children enjoy looking at the photos together. Staff provide regular feedback to parents about their children's progress. There are systems in place, such as a book lending library for children. This helps to support parents to extend their children's learning at home.

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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 teaching of the curriculum further, to more precisely adapt activities to individual children's learning needs n enhance teaching strategies to further extend children's speech and language skills to an even higher level.

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Setting details

Unique reference number 109834 Local authority Hampshire Inspection number 10367393 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 21 Name of registered person Hyde Pre-School Committee

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reference number

Telephone number 07988797289 Date of previous inspection 6 February 2019

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Information about this early years setting

Hyde Pre-School registered in 1984. The pre-school employs four members of staff, all of whom hold appropriate early years qualifications at level 3 or above. The pre- school opens term time only. Sessions are from 9am until 3pm on Monday, Tuesday and Wednesday, and from 9am until 1pm on Thursday. The pre-school runs a forest school session on Thursdays. It provides funded early years education for two-, three- and four-year-old children.

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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. 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 the manager carried out a joint observation of a communication and language activity. 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

17 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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