Hopscotch Pre-school

Inspection of Hopscotch Pre-school St. Francis Community Centre, Sycamore Road, Bournville, BIRMINGHAM B30 2AA

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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 create strong bonds with the children and their families at this nurturing setting. They know the children well and they value their home experiences. For example, during 'Superhero Bears' week, each child takes home their own mini bear and brings it back to report on their weekend together. This strengthens the link between home and the setting and allows children to share their experiences. Staff have high expectations for children's behaviour, which they communicate clearly to the children. Children behave well and fully engage in their learning. This helps to create the calm environment in which children play and learn.

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The provision is good

Staff aim to develop children's understanding of the world around them and their place within it. Children benefit from regular walks around the local area. For example, they visit the local shops, garden centre and park. This helps children to make sense of their environment and develop a sense of belonging within their community. Staff organise the day effectively and routines are well established. There is a balance between adult-led activities and independent play. For example, children gather for morning hello time, snack time, story time and a music session. This prepares all children for their next stage in learning.

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need to do better?

n High-quality interactions support and strengthen children's learning. Staff skilfully engage children in conversations about their families, experiences and interests. For example, when a child points out her shoes, a member of staff says, 'You have your sparkly shoes on today.' This supports children to extend their vocabulary and become confident communicators. n Staff encourage children to become increasingly independent. For example, children pour their own water at snack time, tidy away their plates and wipe their own mouths. This helps children to learn how to take care of their own personal care needs. n Staff choose high-quality books to read to the children during daily story times. They pause reading to listen and talk to the children about the characters and events, linking them back to the children's own experiences. For example, when reading the book 'Handa's Surprise,' staff remind children of the fruit they ate for

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need to do better?

snack. This supports children to understand stories and develop a love for reading. n Staff provide daily opportunities for children to develop their early writing skills. However, this is not delivered in a consistent and progressive way. This means that some activities do not sequentially build on what children know and can do. n Mathematics is interwoven throughout the day. For example, when lining up to go outside, staff and children carefully count together to find the total number of children. This supports children to develop their understanding of number.

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need to do better?

20 January 2025 n Staff plan a variety of engaging activities for children, which support their next steps. However, during independent play, some children do not access everything on offer. This may limit the progress they make in some areas of their learning. n Children with special educational needs and/or disabilities (SEND) make good progress. Staff work with parents to identify the individual needs of each child. Support plans are put into place and staff access specialist advice, where appropriate. n The setting is led and managed well. Managers have a clear understanding of the setting's strengths and areas for development. Staff engage in a range of professional development opportunities to strengthen their teaching and practice. Staff have a good understanding of how children develop, and teaching methods are effective. n Parents are extremely complimentary about the setting. They value the experience, expertise and consistency of the staff team. Parents feel their

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need to do better?

children make excellent progress in their learning and development. They say that they are kept well informed of what their child does at the setting. Parents highly recommend the setting to others.

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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 develop further ways to support children's early writing skills that are commonly used and understood n support staff to encourage children to access all activities on offer during independent play, so that they make even better progress across all areas of learning.

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Setting details

Unique reference number EY218161 Local authority Birmingham Inspection number 10376012 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 25 Number of children on roll 25 Name of registered person Gardner, Melanie Jane

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reference number

Telephone number 07810 743 421 Date of previous inspection 14 May 2019

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Information about this early years setting

Hopscotch Pre-school registered in 1997. It operates from St Francis Community Centre in Bournville, Birmingham. The pre-school is open from 9.30am until 2.30pm, during school term. The pre-school employs four members of childcare staff. All staff hold appropriate early years qualifications between level 3 and level 7. The pre-school provides funded early education for two-, three- and four-year- old children.

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Inspection activities

n The manager talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to the inspector about what they enjoy doing at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and the children. n The manager and the inspector carried out a joint observation during story time. n The manager and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The manager spoke to the inspector about how they support children with SEND.

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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

20 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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