Stamford Bridge Pre-School

Inspection of Stamford Bridge Pre- School Low Catton Road, Stamford Bridge, YORK YO41 1DZ

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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 thrive at this pre-school. They arrive happy and eager to start their day. The nurturing staff greet children, and children happily wave goodbye to their parents. Staff create a warm, welcoming and fully inclusive environment where children form positive relationships and enjoy the time they spend with their friends. This supports children to feel confident, safe and secure.

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The provision is good

Children are motivated by the wealth of engaging activities and experiences on offer. Staff plan rich and varied learning opportunities to support children's learning and development. They understand the individual needs of children and their personalities well. Children are curious and enthusiastic learners who spend their time engaged in meaningful play. For example, staff introduce new concepts such as floating and sinking as children explore different objects in the water tray. All children make good progress from their starting points.

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The provision is good

Leaders and staff ensure that children with special educational needs and/or disabilities (SEND) are supported extremely well. Highly trained and experienced staff are strategically deployed to offer bespoke one-to-one support. The pre-school works in close partnership with other agencies and parents to implement targeted strategies for children with SEND. Consequently, children with SEND show high achievement. Leaders use additional funding effectively to further enhance children's experiences.

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need to do better?

n Leaders create a clear curriculum that is based on what children need to learn next. Staff complete ongoing assessments to identify any gaps in children's learning and use carefully planned activities to support them. Staff demonstrate their knowledge of individual children's next steps in learning as they support and encourage children during their play. For example, staff identify when children are confident in 2D shapes and move on to teaching them about 3D shapes. n Overall, staff support children well in developing good language and communication skills. Children enjoy singing songs and following simple actions. Staff interact with children during their play and introduce new vocabulary. For example, children learn new words such as 'thermometer' and 'stethoscope' as they engage in hospital role play. However, at times, staff ask questions in quick succession. This has an impact on the children's ability to think, respond and

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need to do better?

fully engage in the intended learning. n Children display excellent levels of independence. Staff provide opportunities throughout the day for children to do things for themselves. For instance, children wash their own hands and use tongs to serve their fruit at snack times.

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need to do better?

14 February 2025 Children choose what they want to play with and enjoy the responsibility of tidying up throughout the day. This supports children to develop strong independence from a young age. n Leaders and staff build strong partnerships with parents. Parents provide positive feedback about the pre-school. They are extremely complimentary about the knowledgeable and experienced staff, and they know their child's key person. Parents appreciate the regular progress updates they receive through daily conversations and termly parents' evenings. Staff share home learning ideas to help fully involve parents in their children's learning. n Children behave well. Staff are good role models, and they use gentle reminders when supporting children to share and take turns. Children benefit from lots of opportunities to explore their feelings and emotions. Staff encourage children to talk about how they are feeling throughout the day. Children receive consistent

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need to do better?

praise for their efforts. For example, children are rewarded for acting kindly towards others, and they add a leaf to the 'kindness tree' in celebration. This helps to raise children's self-esteem and confidence. n Leaders are highly reflective, and they support staff very well. The dedicated staff team reports that there is a strong team ethos, and they receive highly effective support for their well-being and development. For instance, staff receive robust supervisions, mentoring and ongoing observations of practice. There is a clear and well-structured training development plan for staff that increases their skills and continually improves their practice. Leaders are passionate about raising the quality of care for children. n Staff ensure that children benefit from a healthy diet and a wide range of opportunities to be physically active. Children have access to an outside area throughout the day, where they have opportunities to be active and explore.

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need to do better?

They use tyres and planks to make obstacle courses and practise their balancing skills. Children have access to a large hall where they engage in running and climbing activities. This supports children's physical development exceptionally well.

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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 provide children with the time they need to answer questions before asking further questions to continue to develop their communication skills.

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Setting details

Unique reference number 314733 Local authority East Riding of Yorkshire Inspection number 10380645 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 32 Number of children on roll 19 Name of registered person Stamford Bridge Pre-School Committee

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reference number

Telephone number 07982 834159 Date of previous inspection 18 June 2019

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Information about this early years setting

Stamford Bridge Pre-School registered in 1974 and is located in Stamford Bridge. The pre-school employs six members of childcare staff. Of whom, three hold appropriate early years qualifications at level 3, one at level 4 and one at level 6. The pre-school opens from Monday to Friday, for 38 weeks of the year, and Mondays and Tuesdays on an additional 10 weeks of the year. Sessions are from 8am until 3pm on Mondays and Fridays, and from 8am until 5pm on Tuesdays and Thursdays, and from 8.30am to 1pm on Wednesdays. The pre-school offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years foundation stage curriculum. 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 Parents shared their views of the pre-school with the inspector. n Children spoke with the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

14 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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