Olive Tree Pre-School

Inspection of Olive Tree Pre-School 33b Windrush Road, SOUTHAMPTON SO16 9DD

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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 Not applicable

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The provision is good

Staff enthusiastically welcome children into this setting. Children happily wave goodbye to their parents. Older children put their belongings away and eagerly play with the activities set out for them. Staff comfort younger children before they explore the toys available. Children have formed strong relationships with their key person. Staff meet the children's needs and know the children very well. For example, staff sing and dance with the children. This makes these children feel happy and excited about their day. Children feel safe and secure in this setting.

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The provision is good

Children generally behave well, especially when they engage in their chosen activity. They are proud when staff praise them for their achievements. For example, they show other adults their stickers for having good behaviour. Staff encourage children to follow the 'golden rules,' which they remind them of. Children play well together and take turns during small-group activities. Staff ensure all children get access to a large range of activities. This gives children equal opportunities to thrive in their learning.

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The provision is good

Managers have an ambitious curriculum which is sequenced from babies up to pre- school. Staff plan activities based on a particular theme, such as space, seasons and vehicles. Each activity has a specific learning intention to help children progress. For example, children learn about vehicles with the focus on listening and attention. Children listen to the sounds of vehicles and use pictures to identify which vehicle it is. Children excitedly join in and enjoy learning. They are progressing in their development.

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need to do better?

n This setting provides exceptional support for families from disadvantaged backgrounds. Staff help families to access funding to help their child benefit more from their education. For example, they use funding to cover travel costs, extra sessions, hot meals and specialist learning programmes. Staff know their families well and work with them to provide additional opportunities for the children. For example, children have access to a music and movement class and home-learning bags. n Staff support children with special educational needs and/or disabilities. Staff use their knowledge and experience to identify if children have a particular need. Staff work together to plan for these children, using a range of methods and programmes. For example, staff take small groups to do work on speech and language. Children with English as an additional language are also supported well. Staff work with families to teach children the English language and use

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need to do better?

visual aids to help them learn about routines. All children have a positive attitude towards their learning.

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need to do better?

3 February 2025 n There is a strong focus on communication and language at this setting. Staff understand the importance of good communication skills on children's overall development. Staff develop these skills through singing, storytelling and encouraging children to repeat new words. Children take part in adult-led activities of specific communication and language programmes. This has made a positive impact on children's language development. n Staff make good use of interactions to promote learning, particularly during their free play and small-group activities. However, some staff are less confident at keeping children fully focused during larger group times. At these times, children become distracted and, therefore, do not benefit fully from the intended learning. n Staff promote the importance of having a healthy lifestyle. Children join in with physical activities, which encourages moving in a range of ways. Children learn

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need to do better?

about making healthy choices and home cooked meals are available. Children have good self-care skills as they independently prepare for lunch. For example, they wash their hands, sit at the table, and use cutlery. Staff have introduced teeth brushing after snack time to promote children's good oral health. Children learn how to look after themselves by following these hygiene routines. n Staff feel extremely well supported by the management team. They have regular meetings with managers where their well-being is prioritised. Staff benefit from professional development, such as completing childcare qualifications. However, leaders do not always target training as precisely as possible to specifically address the minor inconsistencies in the teaching skills within the staff team. As a result, some staff are more effective than others at recognising opportunities to build on children's interest to extend their learning further.

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need to do better?

n Leaders and staff work well with other settings and schools in the community. They work together to provide continuity for children and to prepare them for moving on in their education. Staff work hard to ensure that children understand their emotions and develop practical skills, such as being independent in their toileting, in preparation for starting school. n Parent partnerships are strong. There is good communication, and parents are happy with the care that is provided. Staff share regular updates with the families on their children's development through an online system. Parents greatly appreciate the support that staff provide, not just to their children, but to the whole family.

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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:

3 February 2025 n support staff to confidently manage large group times n target training and support for staff more precisely, to address minor inconsistencies in teaching.

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Setting details

Unique reference number 2821499 Local authority Southampton Inspection number 10375171 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 33 Number of children on roll 45 Name of registered person St. Peters Pre-School Committee

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reference number

Telephone number 07719524795 Date of previous inspection Not applicable

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Information about this early years setting

Olive Tree Pre-School is located in Millbrook, Southampton. The pre-school is open Monday to Friday from 7.30am to 4pm, term time only. The pre-school employs nine members of staff. Of these, one holds a qualification at level 6, one holds a relevant qualification at level 5 and five staff members holds a relevant qualification at level 3. The pre-school receives funding to provide free early education for children aged from nine months to four years.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 manager and the inspector carried out a joint observation during a small group time. n The inspector spoke to several parents during the inspection and took account of their views. 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

3 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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