Greenfield Pre-School

Inspection of Greenfield Pre-School GREENFIELD PRIMARY SCHOOL HILL STREET, STOURBRIDGE, WEST MIDLANDS DY8 1AL

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children flourish at this exceptional pre-school. They are greeted with care and kindness by the warm staff. Children are highly independent. For example, they hang up their coats, collect their own drinks and make choices in their play. Staff are clear about what children need to learn next. They use playful learning experiences such as making play dough to develop children's fine motor skills. Furthermore, children are given challenging activities as they make predictions about cause and effect. For example, they test out objects that roll using ramps. The skilful staff take opportunities to teach the meaning of words such as 'steeper' and 'predict'. Children develop a love for outdoor learning. They pedal ride-on toys, skilfully climb up and down the slide and engage in creating pictures with water and paint brushes. Children learn about the world around them, such as caring for plants and life cycles as they plant seeds and water them in the garden. They

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The provision is outstanding

discuss the needs of incubating eggs and hatching chicks. As a result, children make significant progress in their learning and development.

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The provision is outstanding

Children are taught what is right and wrong. They learn how to manage their own feelings and behaviours. Staff are excellent role models at showing children how to manage conflicts and resolutions. For example, when children appear upset, staff put into practice the 'feelings shop' effectively. This helps children to name their emotions. As a result, children take responsibilities for their own actions and demonstrate exemplary behaviour.

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need to do better?

n Leaders have designed a well-thought-out, challenging curriculum that helps all children to achieve their full potential. Staff hold exceptional knowledge about what interests and engages children and the skills they need to develop further in their learning. n Staff ensure that the curriculum is embedded and consistent across all areas of learning and development. Children become fully immersed in the activities on offer. This is because staff have taken the time to have regular catch-up meetings with each other and decide together what the environment should look like for all children. For example, when children are interested in animals, staff set up playful experiences that fully engage children in their interests. As a result, children show excellent attitudes for learning. n Children are developing their physical skills. Staff stand back and wait for moments to steer learning experiences for children. For example, when children

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need to do better?

show an interest in playing with balls, staff direct this into a game of catching and throwing. Staff intentionally teach children skills to enhance their listening and attention skills, in preparation for their move on to school. n Children are developing strong mathematical skills. They build towers using foam

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need to do better?

17 March 2025 bricks. Staff engage children with curiosity through asking open-ended questions. Children measure and check they have built a tower that is a meter long. Additionally, children count how many cars there are and carefully match them to the correct numerals. This helps children to use mathematical language through everyday experiences. n The knowledgeable staff encourage children to be independent learners. Children select from a range of snacks, such as cornflakes, apples, peppers and cucumber. Children know the routine well. When they have finished, they wash their own plates. In addition, staff encourage parents to provide healthy lunch boxes for their children. Staff speak constantly to children, telling them they are going to be strong with all that fruit, and it is going to give them so much energy for the rest of their day. This supports children's understanding of a healthy lifestyle.

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need to do better?

n Parents report that the staff are brilliant. They say the care and love for their children is exemplary. Parents feel that they are kept well informed through the regular newsletters they receive from the pre-school. They comment that their children's language has flourished since coming to the pre-school and the support they receive is fantastic. n Staff have embedded effective transitions for children. The pre-school carries out home visits before new children start. Parents are encouraged to attend stay and play sessions each term. Furthermore, getting children ready for school is a priority for this setting. They work alongside local schools to ensure children transition smoothly from the pre-school into school. n The leadership team is exceptional and leads by example. Leaders evaluate their provision and explain why they keep up to date with their own knowledge through reading and research in early years. For example, in the moment

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need to do better?

planning is embedded extremely well to ensure all children swiftly make outstanding progress.

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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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Setting details

Unique reference number EY469637 Local authority Dudley Inspection number 10376109 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 37 Number of children on roll 37 Name of registered person Nixon, Sylvia Joy

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reference number

Telephone number 01384817111 Date of previous inspection 16 May 2019

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Information about this early years setting

Greenfield Pre-School registered in 2013 and operates from Greenfield Primary School in Stourbridge. The pre-school opens from Monday to Friday, during term time only. Sessions are from 8.40am until 3.15pm. The pre-school employs four members of childcare staff, all of whom hold an appropriate early years qualification at level 3. The pre-school provides funded early education for 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 The manager and the deputy joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff spoke to the inspector during the inspection. n Children spoke with the inspector during the inspection. n The manager and the inspector carried out a joint observation during a group activity. n Parents shared their views of the setting with the inspector. n The manager and the provider 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

17 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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