Sallowbush Preschool

Inspection of Sallowbush Preschool St. Johns C of E Primary School, Sallowbush Road, HUNTINGDON, Cambridgeshire PE29 7LA

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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

Children are happy and well settled. They show through their body language that they have good bonds with staff, including with some staff who are new to the pre- school. Children are confident to seek help or reassurance and are keen to talk to staff as they play. Staff are kind and nurturing and have children's best interests at heart. They consistently seek children's consent before helping them with hygiene routines, such as changing nappies and wiping noses. This helps children build good levels of self-esteem.

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The provision is good

Despite recent staffing changes, staff know children well. They understand the aims of the curriculum and adapt teaching well to meet each child's individual stage of development. Children receive consistent messages that help them understand behaviour expectations. Staff provide a calm environment. They put appropriate boundaries in place that help to keep children safe and learn about each other's rights to play. Children are learning to take turns with popular toys. They ask staff for sand timers or digital timers to help regulate their turn-taking.

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The provision is good

Children gain increasing control of gross and fine motor skills. They have plenty of opportunities to practise climbing, running and jumping. They use a range of equipment that helps them develop balance, such as bicycles and a see-saw. Children manipulate play dough, building the muscles in their hands to develop a pencil grip.

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need to do better?

n The provider ensures that staff receive targeted training that helps them to understand the curriculum aims. Staff work closely together to review the individual needs of the children who attend and make adaptations to the pre- school routine and teaching. This helps staff to identify how best to support each child to gain the skills and knowledge they need for the next stage in their education. n Staff are reflective practitioners who strive to improve children's experiences. They receive regular supervision meetings that help them to consider ways to develop their practice. The provider is supportive of staff's development, encouraging them to gain early years professional qualifications as well as identifying training that focuses on supporting the cohort of children that attend. n Children with special educational needs and/or disabilities (SEND) receive targeted support. Staff help parents seek professional support. They work

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need to do better?

effectively to implement interventions and establish education, health and care plans where appropriate. Children benefit from the consistent approach and make good progress. n Staff help children build independence and confidence to do things for

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need to do better?

27 February 2025 themselves. Children receive lots of praise and encouragement as they learn good hygiene and toileting routines. Staff encourage children to tidy up throughout the day. This helps children learn about possible safety hazards that may pose a risk to themselves and their friends, such as tripping over toys or slipping on spilled sand or water. n Staff encourage children to explore slime, introducing words to describe the texture and appearance. They read stories to children, both on request and as part of the pre-school day. Staff understand that children benefit from repetition to help them embed learning. They encourage children to borrow books to take home to share with their parents. Staff talk to children about the book. This helps to build children's confidence to talk and share what they know. n Over half of the children attending the pre-school speak English as an additional language. Most children make good progress to gain understanding and

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need to do better?

vocabulary in English. However, for a small number of children who speak English as an additional language, staff practice is less effective in successfully engaging them in purposeful play. This reduces opportunities for these children to have meaningful interactions with staff to hear and build their understanding of English. n Parents are positive about the pre-school and staff. They say that their children are happy to come and that they are well cared for. Parents say that they receive updates about their child's day. However, not all parents say that they have received information about their child's next steps in learning or how to support their ongoing learning at home.

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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 help staff broaden ways to engage all children who speak English as an additional language in activities that build their understanding and confidence in English n enhance further the partnership working with parents so they all understand what their child's next steps in learning are and how to support ongoing learning at home.

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Setting details

Unique reference number 2706005 Local authority Cambridgeshire Inspection number 10391002 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 39 Name of registered person Little Flames Childcare Ltd

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reference number

Telephone number 07561169302 Date of previous inspection Not applicable

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Information about this early years setting

Sallowbush Preschool registered in 2022. It is independently owned and operates from the grounds of St Johns C of E Primary School in Huntingdon. The pre-school operates each weekday during school term time only. Sessions are from 9am until 3pm. The pre-school provides government funded early education for eligible children. It employs five members of childcare staff, four of whom hold relevant early years qualifications at level 3 and above.

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Inspection activities

n The nominated individual joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. 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 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

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Inspection activities

suitability of staff working in the nursery.

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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

27 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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