Thorley Pre School

Inspection of Thorley Pre School Thorley Christian Centre, Vicerons Place, Bishop's Stortford CM23 4EL

p.1

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

p.1

The provision is good

Children arrive at this setting with big smiles, ready to embark on a day filled with fun activities. Children are at the heart of this setting. Leaders and staff create a stimulating and nurturing environment, very child-centred, aimed at sparking children's curiosity and interests. Staff continuously encourage children to make their own informed decisions of what they would like to access and explore next. For example, in the garden, children choose to explore the slide, and supportive staff guide them to wait for their turn and use the apparatus safely. They are eager and enthusiastic to have a go. This helps build on children's gross motor skills, balance and coordination.

p.2

The provision is good

Staff are very nurturing and intuitive to children's needs. They have high expectations of children, who rise to the challenge exceptionally well. As a result, children form fond relationships with the staff, behave well and navigate their learning provision with confidence. Children understand the setting's routines and boundaries with ease, and they are independent and positive learners. For example, at snack time, children pour their own drinks and make their own healthy choices. When they finish eating, children place the empty plates on the trolley. Staff continuously offer children praise and recognition for their efforts. This makes them feel involved and valued during their time at this setting, which supports their emotional resilience and self-esteem.

p.2

need to do better?

n Staff and leaders offer a diverse and inclusive practice. Tailored home visits and settling-in sessions mean children adapt to the new environment very well. Staff carefully consider children's interests when planning meaningful activities. Children who speak English as an additional language and children with special educational needs and/or disabilities are well supported and make good progress in their learning. n Staff have good knowledge and understanding of children's development. They complete regular observations and next steps in children's learning, which they share with parents. Staff meet regularly with parents to discuss their children's progress and involve them in their learning. However, staff do not always identify when to consistently challenge children's learning to extend it further. n Staff create great opportunities for children to explore resources such as flowers and teabags with real utensils to enrich their sensory experiences. Children are

p.2

need to do better?

fascinated to make their own potions, mixing water with petals and teabag contents. They use spoons to fill jugs, strengthening their fine motor skills and dexterity. Staff engage children in discussions about what they are doing, prompting them to share resources and describe their potion. This supports children's imaginative skills, language and social interactions.

p.2

need to do better?

7 January 2025 n To further develop children's role play and imagination, staff encourage children to build large train tracks. As children work hard to slot the track pieces together, staff prompt them to notice the different sizes to enhance their mathematical skills. Children work well together with their peers, contributing positively to this play. This supports their social interactions. n Children enjoy exploring a wide array of malleable and sensory resources. With help from kind staff, they learn to roll the play dough using rolling pins and scoop sand into buckets using small spades. Furthermore, children follow staff's instructions, with curiosity and intent, to use pipettes correctly. They also mix various colours using paintbrushes and observe the effects. This supports children's critical thinking, problem-solving skills and cognitive development. n Children love books and develop a passion for reading. As staff read children's

p.2

need to do better?

favourite story, they look at the pictures with enthusiasm and comment on how some of the characters may be feeling and why. This helps develop children's emotional development and early reading skills. n Leaders are very ambitious and reflective. They have a very clear vision for their setting and work relentlessly to ensure that all children have the best start to their early education. Leaders value their staff and create a positive and supportive culture. Staff benefit from regular meetings, supervisions and tailored training programmes to enhance their professional development. Leaders' passion and commitment is equally embraced by all staff. n Partnerships with parents are robust. They value the setting's child-centred approach and effective communication. Parents feel well supported and involved in their children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support staff to adapt their interactions and teaching to a consistently high level so that children's learning is extended.

p.3

Setting details

Unique reference number 2692639 Local authority Hertfordshire Inspection number 10363700 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 40 Number of children on roll 48

p.4

Name of registered person

Bright Sparks Pre-School And Out Of School Club Limited

p.4

reference number

Telephone number 01279 503895 Date of previous inspection Not applicable

p.4

Information about this early years setting

Thorley Pre School registered in July 2022 in Thorley Park, Bishop's Stortford. It opens from 9am to 3pm, Monday to Friday, during term time. The setting employs 11 members of childcare staff, eight of whom hold qualifications at level 3 or above. The setting provides funded early education for all eligible children.

p.4

Inspection activities

n The inspector and the manager completed a learning walk together. They discussed how the curriculum is organised and what they want the children to learn. n The inspector observed the quality of teaching and education, both outdoors and indoors, and assessed the impact this has on the children's learning. n The inspector spoke with staff at appropriate times during the inspection. n The children spoke with the inspector about the activities they were doing. n Some parents met with the inspector, who took into account their views. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the managers. She looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

p.5

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.

p.5

Inspection activities

7 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6