Pinewood Family Group

Inspection of Pinewood Family Group C/o Pinewood Infant School, Pinewood Park, Farnborough, Hampshire GU14 9LE

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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

Children arrive happy and eager to start their busy day at this inviting pre-school. Caring staff form strong emotional connections with children. Leaders and staff skilfully and sensitively support children who initially take time to settle. They devise personalised programmes with parents to ease the transition from home to pre-school. For example, staff make home visits and get to know them well. This helps them develop a clear understanding of what they want children to learn next.

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The provision is good

Children are extremely motivated to learn. They play cooperatively with their friends, often applying strategies they have been taught previously, such as using a sand-timer for fair turn taking. The carefully thought-out curriculum encompasses children's needs, abilities and interests well. It is created in consultation with reception teachers at the local school. This strongly helps to prepare children for their eventual move to school.

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The provision is good

Experienced leaders actively work with staff to strengthen their behaviour management skills. All staff use strategies, such as positive language, setting targets and giving generous praise and encouragement to foster good behaviour. Additionally, techniques, such as singing songs about the expected behaviour at circle times, helps to promote a positive learning culture. For example, all children including those with special educational needs and/or disabilities (SEND), sit on the carpet, listen intently to the speaker and patiently wait for their turn to contribute.

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need to do better?

n The clearly defined curriculum is ambitious and sets high expectations for what children can learn. The provision is further enhanced by changing different areas within the room to take account of children's ever-growing interests and achievements. For instance, staff have moved the reading area to a quieter corner and created a cosy den, where children explore and share books calmly. The learning environment is successfully strengthening children's engagement and love for books. n Leaders utilise any additional funding very well. Children with SEND and others who receive funding, benefit from those adults who are specifically trained to deliver targeted interventions. Leaders support staff to follow the advice received from other professionals when completing children's personalised learning and medical plans. These plans are regularly reviewed and adapted. This successfully equips children with the skills they need for future learning.

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need to do better?

n Staff organise appealing sensory experiences, which boost children's inquisitive natures to explore and investigate. They position themselves around to expand on children's learning and ensure children are always vigilantly supervised. However, the daily routine is structured in such a way that staff sometimes

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need to do better?

13 February 2025 interrupt children unnecessarily and without warning, when they are fully immersed in their play. On these occasions, this impacts on children's ability to remain deeply engaged in their explorations and breaks children's concentration, hindering them from not always making the best possible progress. n Outdoor learning is a key feature. Leaders recognise that children who prefer to play outdoors, benefit greatly. There are ample opportunities to freely exercise and develop physical skills in the fresh air. For example, children learn to negotiate spaces when riding wheeled toys and control large hoops as they roll them across the garden. They laugh, giggle and show great delight in games, such as when being chased by staff. Some prefer more calming activities in the garden, for example, listening to stories read by enthusiastic staff or independently looking at information books that capture their interest.

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need to do better?

n Leaders prioritise staff's well-being, providing them with regular opportunities to discuss how they feel at work. Staff access a variety of training to continually improve their knowledge and skills. However, leaders are yet to precisely identify specific areas of development to ensure all staff's teaching skills are of a consistently high quality. For instance, some staff focus their attention on more vocal children when teaching in a group situation. This means the quieter, less confident ones sometimes miss out on moving to the next level. Consequently, this has an impact on children's development across the provision. n Parents express their sheer delight at the personalised care and attention staff give to their children. They value the constant communication from staff about their children's ongoing development. Staff work closely with parents and share key ideas and suggestions to support their children's learning at home. This is

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need to do better?

evident when parents borrow books and learning packs from the setting to use at home. This continuity in education massively benefits children. Parents compliment staff on how they wholeheartedly focus on promoting children's confidence, emotional wellbeing, behaviour and communication skills.

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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 adjust routine arrangements so that children can continue to explore and expand their learning for longer periods without interruptions n strengthen the monitoring of individual staff's practice, to ensure their teaching always has the best possible impact on children's development.

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Setting details

Unique reference number 507921 Local authority Hampshire Inspection number 10376088 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 48 Name of registered person Pinewood Family Group Committee

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reference number

Telephone number 01252 524 068 Date of previous inspection 16 May 2019

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Information about this early years setting

Pinewood Family Group registered in 1983 and operates from a classroom within Pinewood Infant School in Farnborough, Hampshire. The pre-school is open Monday to Friday from 8.45am to 3.15pm, during term time only. There are 11 members of staff, 10 of whom hold relevant early years qualifications at level 3. The pre-school receives funding to provide free early years education for children aged two years to four years.

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Inspection activities

n The manager, deputy manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children and staff spoke with the inspector during the inspection. 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 and the deputy manager carried out a joint observation of a group activity. n Parents shared their verbal and written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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 February 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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