Herlington Pre-School

Inspection of Herlington Pre-School Herlington Community Centre, Orton Malborne, Peterborough, Cambridgeshire PE2 5PW

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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

Staff know children well and take great care in making sure they feel secure and contented at the pre-school. This is especially evident as staff carefully observe those returning after a long break and frequently check to make sure children are happy. Children develop strong, trusting bonds with staff. They enjoy the stimulating environment that staff provide and are keen, inquisitive learners who spend their time engrossed in play. Children enjoy being outside where they can explore freely and have fun in the fresh air. Staff spend much of their time playing alongside children, which helps build children's concentration as they develop. Staff take every opportunity to prompt children's inquisitiveness and allow them to investigate their surroundings. For example, staff show children how to make marks and write in the frost.

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The provision is good

Staff have good daily routines in place to teach children about personal hygiene and give them guidance about keeping safe and warm in the very cold weather. Staff are positive role models and teach children good manners. Children generally play happily together and are kind to one another. Occasionally, where support is needed, staff intervene quickly and sensitively to help children resolve any minor disagreements.

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need to do better?

n Managers have a clear vision for the pre-school and reflect accurately on their strengths and areas where they wish to improve. Together with the staff team, they plan what children need to learn considering what each child already knows and can do. Currently, children's communication development is a priority for which daily sessions are incorporated into children's activities. This helps to boost their confidence in speaking. Due to staff's diligence, most children are progressing well and beginning to express themselves successfully. n Children with special educational needs and/or disabilities are supported very well. Staff collaborate successfully with outside professionals and parents to ensure that children are happy and make progress. Additional funding is used effectively to support their work, and children thrive with the caring staff team. n Staff provide children with a stimulating environment where they have plenty of

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need to do better?

toys to interest them. They freely choose what they want to do and happily play with friends or alone. In addition, staff plan small-group activities that are based on children's interests and a topic or storybook that children enjoy. However, on occasions, staff are not clear or focused enough on what they want children to learn by taking part. n Parents offer very positive feedback about their children's experiences at the pre-school. They say they are well informed of children's activities and development. Parents readily acknowledge how children's confidence has grown

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need to do better?

10 January 2025 since starting and how their children have 'come on in leaps and bounds'. It is also acknowledged that staff readily offer support and guidance for parents, especially when dealing with challenges for the first time. Parents say they feel listened to. n Babies and the youngest children are generally well settled and happy. Staff are attentive to baby's needs and recognise when they are not feeling at their best or a little unsure. Mealtimes provide plenty of opportunities for staff to support babies independence and give them time to learn to feed themselves. Interactions between babies and staff are delightful, giving the youngest children lots of chances to begin to babble and talk. Staff have a good knowledge of how to keep babies safe as they sleep and have good hygiene practices in place during their personal care routines. n Older children are creative and like to develop their own ideas. They show

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need to do better?

perseverance as they try to remove lids from the glue sticks and fasten two tubes together. Staff support children well as they discuss how best to carry out their task and, as a result, children find solutions independently. n Staff support children's mathematical skills well. They model counting with children and describe shapes as they play. Children demonstrate their knowledge as they describe playthings as being 'bigger' and 'taller' and hold up the correct number of fingers to indicate the number four.

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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 support staff to identify more precisely the skills and knowledge they want children to learn, especially during focused group activities.

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Setting details

Unique reference number 256771 Local authority Peterborough Inspection number 10367369 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 Sessional day care

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inspection

Total number of places 155 Number of children on roll 168 Name of registered person Herlington Pre-School Committee

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reference number

Telephone number 01733 390115 Date of previous inspection 6 February 2019

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Information about this early years setting

Herlington Pre-School registered in 1979. The pre-school employs 29 members of childcare staff. Of whom, 23 hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, for 50 weeks a year. Sessions are from 7.45am until 3pm. The pre-school provides funded early education for eligible children.

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Inspection activities

n The manager and the inspectors completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. n Children spoke with the inspectors during the inspection. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors spoke to several parents and read emails sent for the purposes of the inspection. The inspectors took account of parents' views. n The manager and the inspectors carried out two joint observations during planned activities. n The inspectors looked at relevant documentation and reviewed evidence of the suitability of staff and the committee of 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

10 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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