Long Clawson Pre School

Inspection of Long Clawson Pre School Village Hall, Back Lane, Long Clawson, Melton Mowbray LE14 4NA

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 Good

p.1

The provision is good

Children show they feel confident and happy as they arrive. They receive a warm welcome from the staff as they enter the bright and spacious pre-school. Children cannot wait to tell staff about their morning. Staff listen and skilfully tailor the questions they ask to expand children's thinking. Children respond and enjoy using these questions to start conversations independently with friends. Children's views are valued. Staff frequently ask children for their ideas and what interests them. Children engage for long periods and make good progress in their learning, as staff use children's ideas to plan the activities and experiences they provide.

p.2

The provision is good

All children benefit from activities where they can move their bodies. Staff model different movements for children to copy and adapt these to make them easier. This supports all children to join in and learn new ways to move. Children learn how movement helps their bodies to stay healthy, as staff encourage them to notice how they feel after exercising. They encourage children to place their hands on their chests to feel their hearts beating fast. Additionally, children receive instructions from staff before physical activities begin. For example, children are encouraged to find a space before they start. This helps children to develop an understanding of how to keep themselves and others safe.

p.2

need to do better?

n Staff have a strong understanding of child development and what they want children to learn. They use this knowledge to assess what children can do and identify appropriate next steps for learning. When necessary, staff work with other professionals to tailor individual support, including for children with special educational needs and/or disabilities (SEND). Therefore, all children receive the prompt support they need to make progress. n Managers and staff regularly work together to reflect on the activities and experiences they provide the children. They adapt the resources they set up to ensure all children engage with a range of activities to help them develop across all areas of learning. Where gaps in children's learning are identified, additional funding is secured and used to make improvements. For example, staff purchase shape sorters to promote younger children's small-muscle skills and early

p.2

need to do better?

recognition of shapes. n Staff place great importance on children's physical development. They encourage all children to join in physical activities throughout the day. Staff support children as they balance their way across beams. Staff show children how to hold their arms out for balance and explain putting one foot in front of the other. This helps children coordinate their movements and successfully cross the beams. Inside, staff encourage children to manipulate play dough to develop finger and hand strength. They model how to pinch, squash, squeeze and roll

p.2

need to do better?

9 January 2025 the dough. Children listen and giggle before they copy the actions and repeat the words they hear, such as 'squish' and 'splat'. n Staff use mathematical language to support children to understand size. For example, during lunchtime, staff point out which water bottles are taller, shorter, wider or narrower. Children begin to compare their bottles and discuss height and width. Staff support children's understanding of numbers. For example, as children play board games, staff intentionally misread numbers to help children recall previous learning and correct them. They hold similar numbers together and encourage children to recognise which is a seven and which is one. This helps children learn the language of mathematics in a fun way. n Overall, staff interact well with children. For example, staff take on roles as they support children's imaginative play. They pretend to be doctors and patients,

p.2

need to do better?

wear slings and say they are feeling hot and have a temperature. Staff describe what thermometers, stethoscopes and reflex testers are. Children learn to use these items to check different parts of their body. However, during other activities, some staff are less confident in supporting children's learning and helping them to build on what they already know and can do. n Staff work closely with parents and provide them with termly development reports. This ensures parents are well informed about their children's development and next steps in learning. Staff suggest strategies for parents to try at home. For example, staff provide ideas to help with children's teeth brushing and oral hygiene routines at home.

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 strengthen staff interactions with children to further support learning and help children build on what they already know and can do.

p.3

Setting details

Unique reference number EY352719 Local authority Leicestershire Inspection number 10363862 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.4

inspection

Total number of places 25 Number of children on roll 28 Name of registered person Long Clawson Pre-School Committee

p.4

reference number

Telephone number 01664 774037 Date of previous inspection 14 January 2019

p.4

Information about this early years setting

Long Clawson Pre School registered in 2007 and operates from Long Clawson, Melton Mowbray. The pre-school opens Mondays, Wednesdays and Thursdays from 9.10am to 3.10pm, and on a Friday from 9.10am to 12.10pm, during term time only. The pre-school employs four members of childcare staff. Of these, three hold relevant early years qualifications between level 3 and 6. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability

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

9 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