Shepley Pre-School (CIO)

Inspection of Shepley Pre-School (CIO) The Portacabin, Firth Street, Shepley, Huddersfield, West Yorkshire HD8 8DD

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Practitioners provide children with a safe, caring and exciting learning environment. From a young age, children eagerly enter the setting, separating from their parents and carers confidently. Children hang their coat and bags up and complete self- registration. They are excited for the day ahead. Practitioners are extremely passionate, caring and very enthusiastic. They get to know all children and their families very well. As a result, children form strong attachments with practitioners and are extremely happy.

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The provision is outstanding

Children are deeply engrossed in an ambitious curriculum throughout the day. They engage in a range of stimulating activities. Children visit places of interest, such as churches and farms. Practitioners teach them about different buildings, cultures and farm animals. For instance, children learn how to milk a cow and where food comes from. Practitioners teach with passion, energy and purpose. They encourage children to recall their knowledge on farms when they engage in small-world play. Practitioners take children litter picking. Children learn what happens to rubbish and what it does to the environment.

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The provision is outstanding

Practitioners have high expectations for children's behaviour. Even the youngest children rise to these expectations and flourish. Practitioners use familiar routines, clear language and plenty of praise and encouragement to help all children to learn how to behave very well. Children earn roles within the setting for good behaviour, for example as 'lunchtime supervisors'. This helps children to develop organisation and independence and help younger children at mealtimes. Children take pride in their extra responsibilities and develop self-esteem.

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need to do better?

n Children's personal, social and emotional development is a real strength of this setting. Practitioners implement a strong well-being programme to support all children from birth and their parents. They create individual plans to support children to understand their emotions, events in their lives and enable conversations. Practitioners teach children strategies to self-regulate, such as yoga and mindfulness. Children fondly recall 'well-being walks' in the community. They learn 'it is good to talk' as they develop a positive sense of themselves. n Practitioners sequence the curriculum and extend all children's learning. They encourage children to explore, investigate and engage in purposeful play. Practitioners support children to crawl, walk and roll on bubble wrap. Children excitedly pinch and pop bubbles. Toddlers are intrigued as they use their fingers to make marks and explore glitter, ice and snow. Practitioners extend children's

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need to do better?

mark-making skills further by introducing paintbrushes and spatulas. Practitioners encourage older children to be precise when they use crayons to

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need to do better?

13 January 2025 colour. Children develop early writing skills from a young age. n Children have excellent opportunities to develop their speech and language through highly targeted and planned activities. Practitioners teach children early sounds through exciting and engaging mouth and sound exercises. Interactions between practitioners and children are of a high quality. Practitioners use effective questioning to encourage children to describe and give explanation during their play. Their teaching is outstanding, which helps all children to make significant progress. n Practitioners are highly successful at giving children experiences that promote an understanding of communities. Practitioners, children, parents and community members work together to fundraise and restore unused outdoor spaces and develop the community garden. Practitioners teach children about giving and working together. Children excitedly create dry and warm spaces that will attract

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need to do better?

different insects. They learn about wildlife and their natural habitat. n Practitioners choose activities to develop children's problem-solving and critical thinking skills. Children build with a range of resources, counting as they do so. Practitioners teach them about height and size. They introduce new concepts to children as they roll cars down pipes. Children learn about speed and distance, laughing as they do so. Practitioners teach older children to count items of clothing and develop their knowledge of 'more' and 'less than'. n Relationships with parents are outstanding. Practitioners work extremely closely with parents. They set goals and create plans together. Practitioners engage parents through providing individualised home-learning activities for their children. Managers actively seek parents' and children's voices to reflect and enhance practice further. Parents report that communication sharing is excellent.

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need to do better?

n Leadership is extremely strong. Practitioners consistently report high levels of support for their well-being. Managers have effective engagement with practitioners through team meetings, supervision sessions and appraisals. There are strong shared values between managers and practitioners, which means that children receive a very high quality of education.

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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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Setting details

Unique reference number 2818834 Local authority Kirklees Inspection number 10380072 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 88 Number of children on roll 136 Name of registered person Shepley Pre-School(CIO)

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reference number

Telephone number 01484 606022 Date of previous inspection Not applicable

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Information about this early years setting

Shepley Pre-School (CIO) registered in January 2025, formally know as Shepley Preschool and OOSC that was registered in 1992. It is independently run and is situated in a portable building in the grounds of Shepley First School in Huddersfield. The setting employs 15 members of childcare staff. Of whom, nine staff hold appropriate early years qualifications at level 3, two at level 4, one level 5 and two at level 6. The setting opens from Monday to Friday, for 47 weeks of the year. Sessions are from 7.30am until 6pm. The setting provides government funded childcare.

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Inspection activities

n The manager completed a learning walk with the inspector and discussed the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between practitioners and children. n Children communicated with the inspector during the inspection. n The manager provided the inspector with a sample of key documentation on request.

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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

13 January 2025 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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