Hatchell Wood Pre School

Inspection of Hatchell Wood Pre School Plumpton Park Road, Doncaster, South Yorkshire DN4 6SL

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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 ensure that children quickly settle into this friendly and inclusive pre-school. They value the different experiences that children bring from home. Staff ask parents about children's interests and development as part of their robust induction arrangements. They develop and maintain strong partnerships with families. For example, staff invite parents and other family members to special events throughout the year.

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The provision is good

Children receive a warm greeting from staff at the start of the sessions. They hang up their coats and bags and join their friends for welcome time. Children listen carefully as staff talk to them about the planned activities for the session. They confidently explore the well-organised resources, indoors and outdoors. Staff respectfully explain to children the importance of sharing the most popular resources. Children learn to play together cooperatively and are considerate towards others.

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The provision is good

Leaders design the curriculum around children's diverse needs. They have high aspirations for every child to give them a strong foundation for their future learning. Leaders invest any additional funding they receive to provide bespoke resources for eligible children, to enhance their learning. Children with special educational needs and/or disabilities are very well supported. All children make good progress in their learning and development over time

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need to do better?

n Leaders ensure that staff are well supported in their roles. They plan training events for staff's professional development and organise regular supervision meetings. Staff say they are very happy in their roles and that pre-school leaders take a sensitive and positive approach in supporting their well-being. n Staff understand the different ways children communicate their needs. They support children's developing language skills really well. Children gain the confidence to speak in a group, answering questions and expressing their views. They enjoy listening to stories and enthusiastically join in with the actions to their favourite nursery rhymes. n Children plant and tend to vegetables in the pre-school garden. They make feeders for the birds that visit. Children learn that the food they do not eat can be used for compost to enrich the soil in the garden. They begin to understand how they can take an active role in caring for the natural world.

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need to do better?

n Staff support children's mathematical skills well. They make sure that children have regular opportunities to learn about numbers. For example, during group time, they ask children to hold up six fingers as they show them the corresponding numeral. Children learn to confidently count numbers in the

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need to do better?

6 February 2025 correct order. n Children are generally engaged as they explore the resources and activities that staff have planned. Staff are well deployed and interact with children as they play, to enhance their learning. However, there are times during the sessions when staff do not maximise the learning opportunities for children, especially for children who attend all day. n Parents, carers and other family members are very complimentary about the pre-school. They say their children talk about staff with much affection. Parents look forward to the regular updates they receive about their children's learning. They describe the progress children have made since attending the pre-school, for example, in their social skills and confidence. n Staff consistently focus on nurturing children's emotional well-being throughout the day. They are excellent role models who promote a calm and purposeful ethos. Staff manage children's individual care needs sensitively. Children form

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need to do better?

strong emotional bonds with their key person and other staff. n Staff teach children about the foods that promote their good health, such as fruit and vegetables. Children recall that apples contain vitamins that are good for them. Staff show children how to wash their hands, explaining that some germs can make them unwell. n Leaders plan for the times when children are moving on to school. They fully involve parents at this time and work closely with feeder schools. Staff help children to prepare for the changes ahead, to support a smooth transition for them.

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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 review the organisation of the daily sessions to maximise the times when children's learning can be enhanced further, especially for those children who attend all day.

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Setting details

Unique reference number 318086 Local authority Doncaster Inspection number 10375768 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 29 Name of registered person Hatchell Wood Pre School Committee

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reference number

Telephone number 07904 148097 Date of previous inspection 2 May 2019

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Information about this early years setting

Hatchell Wood Pre School registered in 1993 and is located in Doncaster. The pre- school employs six members of childcare staff, five of whom are qualified at level 3 and one at level 6. The pre-school opens Monday to Friday, during term time. Sessions are from 8.30am to 3pm. The pre-school offers government funded childcare.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Pre-school leaders discussed how they use additional funding for eligible children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager showed the inspector documentation to demonstrate the suitability of staff. n Parents and other family members spoke to the inspector and shared their views of the pre-school.

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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

6 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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