Frenchay Pre-School

Inspection of Frenchay Pre-School Frenchay Village Hall, Beckspool Road, Bristol BS16 1NU

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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 are happy, secure, form strong friendships with their peers and enjoy playing together. There is a well-structured curriculum, which the staff implement effectively, preparing children well for their next stage of learning. Staff offer a rich variety of learning experiences, both indoors and outdoors, with a focus on children's physical development, social skills and emotional intelligence. Children have unrestricted access to outdoor play, where they develop their physical strength on balancing equipment, improve their coordination by throwing balls and roll balls down a tube with staff guidance. When the balls get stuck, staff support children in developing their critical thinking to find a solution. Staff build strong bonds with children, making them feel safe, secure and ready to learn. Children of all ages enjoy the reassurance of cuddles from staff.

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The provision is good

Staff place a strong emphasis on developing children's confidence in mathematics. Older children confidently count up to 10 and understand the difference between left and right. Staff challenge most-able children, helping them to understand subitising and complete simple maths tasks, such as addition and subtraction. Children are supported in recognising and understanding different shapes, including a pentagon, which has five sides.

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need to do better?

n Staff support children well to develop their physical skills. They encourage children to roll out dough with a rolling pin, building their hand-eye coordination and hand strength. As they use scissors to cut the dough, children develop hand dexterity. With staff support, children develop jumping skills by playing a game where they jump over a line on the floor, then run to find an item the staff ask them to look for, such as a soft toy or an animal figure. The children eagerly join in the game. n Staff focus on guiding children to develop their language and communication skills. Young children speak short sentences confidently. Children with special educational needs and/or disabilities (SEND) receive the support they need to build their communication skills using visual aids and make good progress in this area. However, at lunchtimes, although staff sit with children, they do not engage them in conversations, for example to support them to explore their

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need to do better?

ideas and interests even further. n Staff provide children with a wide range of age-appropriate learning experiences, and children concentrate well. Children make good progress in their learning and development. However, during lunchtimes, staff do not provide an environment where children can be settled and engaged. As a result, some children who have finished eating become disruptive. Children who have not finished their lunch become unsettled, stop eating and leave the table until the environment is more

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need to do better?

12 March 2025 settled. n Children are encouraged to develop a love of books and stories and explore experiences beyond their own. Staff read to children throughout the day using engaging voices. Most children listen well. For those who do not want to listen, staff allow them to play with other activities, respecting their individual needs and choices. Staff plan activities that connect with the stories they read. This helps children build a deeper understanding. For instance, after reading a book about houses made of straw and bricks, staff guide children to create houses with dough. Children learn that we read books from front to back and left to right. n Staff know the children in their care well, and a good key-person system is in place. Staff support small groups of children, building their knowledge of the world as they explore toy animals and discuss their names. However, during larger group times, staff do not consistently provide older or most-able children

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need to do better?

with further challenges. n High morale is evident among staff, who say they enjoy working at the setting. A robust system is in place for reviewing children's progress and keeping staff updated on the latest educational developments. Leaders have established strong links with other early years professionals and local schools. n Parents are happy with the care their children receive and report good progress in their learning and development. They also comment that the setting keeps them well informed about the activities their children do, and they appreciate the good communication.

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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 engage children in conversations to support them to develop their communication skills and explore their ideas and interests even further n improve arrangements after lunchtime so that staff provide an environment where children can be settled and engaged n strengthen the planning of group activities to ensure that older and most-able children are provided with further challenge.

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Setting details

Unique reference number EY482820 Local authority South Gloucestershire Inspection number 10380815 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 32 Number of children on roll 34 Name of registered person Little Heroes Day Nursery Ltd

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reference number

Telephone number 07920 885185 Date of previous inspection 25 June 2019

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Information about this early years setting

Frenchay Pre-School registered in 2014 and operates from the village hall, close to Frenchay Common, South Gloucestershire. The pre-school employs six members of childcare staff. Of these, two staff hold early years qualifications at level 6, the manager has a level 5 qualification, two staff members hold qualifications at level 3 and one staff member is unqualified. The pre-school opens Monday to Friday, during term time. Sessions are from 9am to 3pm. A holiday club operates during the school holidays from 8.30am to 5.30pm. The pre-school offers government funded spaces for childcare.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 read feedback from 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 at the setting. n The inspector carried out a joint observation with the manager.

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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

12 March 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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