Bircotes Pre-School

Inspection of Bircotes Pre-School Thoresby Close, Bircotes, Doncaster DN11 8RJ

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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 benefit from the nurturing and caring relationships staff build with them. They settle quickly, as they receive a warm welcome from staff. Children demonstrate their understanding of the daily routine as they confidently explain to parents that they need to put their bottles on the table and their coats on a peg. Staff value children and listen to what they have to say. They recognise that children learn in different ways and provide them with choices, such as playing indoors or outside. Consequently, children become confident learners. They engage in their chosen activities for long periods and make good progress in their development.

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The provision is good

Children receive individual and tailored support to help meet their learning needs. For example, staff slow the pace of their singing and use hand movements to accompany the words they sing. This support ensures children, including younger children and those who speak English as an additional language, join in and learn a range of new vocabulary. Children copy simple sign language and learn alternate ways to communicate, even before they speak. They learn about their emotions and feelings as staff recognise and name these before offering distractions to re- engage them in learning. Children watch and follow the staff's example as they notice when their friends are upset and offer them soft toys to make them feel better.

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need to do better?

n Leaders, managers and staff gather information from parents and carers to help them understand children's needs. They use this information to plan and provide bespoke support for children, particularly for those with additional needs. For example, where early gaps in children's communication are identified, staff promptly engage speech and language therapists to determine the best programme of support. In a short space of time, parents and carers notice the progress children are supported to make. n Overall, staff interact with children well. For example, while children paint, staff encourage them to notice how the colours change when mixed. Children experiment and learn how to combine different colours to make their favourites. However, staff's engagement is sometimes inconsistent, as they do not always support children to help them build on what they already know and can do. n While children explore dinosaurs, staff skilfully extend children's thinking skills.

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need to do better?

They encourage children to look closely and discuss how they think their dinosaur compares to their friends'. Children begin to understand how to look for similarities and differences and point out which dinosaur has the same horns as theirs. Additionally, as children speculate on which foods dinosaurs might eat, staff prompt them to think where they could find this information if they are

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need to do better?

5 February 2025 unsure of the answer. Children recall that they could research this information in books or on the internet. n Staff support children's imaginative play. They show children how to take on different roles, for example as they pretend to be shopkeepers. Children learn how to use a till, scan items and check prices. They begin to understand that each item has a value and tell staff how much they owe them for their shopping. Staff encourage children to explore the role of a doctor. They model how to use a stethoscope and tell children it can be used to hear their heart. Children copy staff and begin to show their understanding of how to use different items. n Overall, staff use clear strategies that help children learn how to take turns. For example, staff use a timer to support children to visualise how long they need to wait for a turn. Some children successfully wait and remind their friends when

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need to do better?

they can have a turn. However, staff do not use some behaviour management strategies consistently. Therefore, children do not always understand what staff expect of them and occasionally repeat unwanted behaviours. n Staff encourage children to develop a range of physical skills. For example, staff support children to develop hand-eye coordination as they safely chop vegetables. They demonstrate how to hold the knife safely and encourage children to follow their instructions. Children show pride as they persist in tasks and call out, 'I did it!' Outside, staff provide children with activities to develop their large muscles. As children ride trikes, staff help them learn how to use the pedals to move the trike forward. Children listen and practise coordinating their movements.

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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 strengthen staff's interactions with children to continually support them to build on what they already know and can do n enhance staff's behaviour management to ensure consistency and help children understand what is expected of them.

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Setting details

Unique reference number EY543879 Local authority Nottinghamshire County Council Inspection number 10368091 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 30 Number of children on roll 41 Name of registered person Bircotes Pre-school Committee

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reference number

Telephone number 01302 745228 Date of previous inspection 7 March 2019

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Information about this early years setting

Bircotes Pre-School registered in 2016 and operates from Bircotes, Doncaster. The pre-school opens Monday to Friday, term time only. Sessions are from 8.30am to 3.30pm. The pre-school employs 10 members of childcare staff. Of these, nine staff hold relevant early years qualifications at level 2 or above. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Parents and carers shared their views of the pre-school with the inspector. 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 and the manager carried out joint observations of group activities. 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 Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

5 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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