Little Pippins Pre-School

Inspection of Little Pippins Pre-School The Freeman Orchard, Gaveston Road, Harwell, Didcot, Oxfordshire OX11 0HP

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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 Outstanding

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The provision is good

Children are friendly, confident and settled at this inclusive and nurturing pre- school. Their emotional well-being is given a high priority by leaders and staff. This helps children to form close bonds and feel safe and secure. When children start, staff make home visits to meet them and their families. The detailed information they gather, is effectively used to plan activities around children's interests, needs and abilities. For example, children show a true fascination for creatures they find, especially snails. They get excited when staff suggest going on a bug hunt in the garden. Staff skilfully talk about a snail's characteristics, such as the purpose of the spiral shell. Children show their inquisitive natures and ask meaningful questions to learn more. They become competent learners, supported by knowledgeable staff.

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The provision is good

An atmosphere of mutual respect is created by leaders, staff and children. Staff are good role models and work together to share clear and consistent expectations for children's behaviour. They are quick to help rectify any minor disputes, such as when related to sharing. Staff sensitively explain the process of treating everyone fairly and suggest ways to do this. They actively support children to develop important skills, such as taking care of their personal needs, in preparation for their eventual move to school. All children, including those with special educational needs and/disabilities (SEND), respond well as they independently take sips of water throughout the day and wash their hands thoroughly before mealtimes.

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need to do better?

n The pre-school sits at the heart of the community, serving children and families well. Leaders seek new and rich opportunities for children to experience, such as entering harvested vegetables and fruits from their community garden, in village competitions. Local gardeners are invited to enhance staff's and children's knowledge on how best to tend to their produce, from scratch. This combined effort has led to the pre-school winning many of these competitions. n Children gain a good understanding of culture and diversity through well thought-out activities. Staff work with parents to share cultural celebrations from around the world, such as designing henna patterns for Eid and reading stories from children's home cultures. In this way, children develop a sense of togetherness through meaningful community engagement. n Children with SEND are supported very well by all staff. Leaders are alert to swiftly address any emerging gaps in these children's development. Timely

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need to do better?

referrals occur with relevant agencies. The expert's advice forms part of children's personalised support plans. This includes, staff diligently working with targeted groups to improve children's speaking, listening and concentration skills. Additional funding is spent effectively to support those children who receive it, such as providing one-to-one support from trained staff members.

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need to do better?

21 March 2025 n During independent play, children eagerly immerse themselves in exploratory activities. They demonstrate positive attitudes to learning and enjoy participating in the range of learning experiences, with curiosity and enthusiasm. For instance, children put on face masks in the dental surgery role-play area, use pretend tools to check each other's teeth and give advice on how to brush them. However, leaders do not always consider the effectiveness of some group times that happen as part of the daily routine. During these moments, such as at story time, staff do not always notice when quieter, less confident children lose interest compared to older children who ask and respond to questions. Consequently, in these situations, not all children get the opportunity to share their ideas or build their confidence. n Overall, leaders monitor the effectiveness of the provision well. For instance,

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need to do better?

they help staff strengthen their practice in developing children's communication and language. Leaders show that they carefully consider the quality of children's learning experiences in this area. Through their interactions, staff expertly select new words to share and extend children's vocabulary, such as modelling the word 'delicate' to describe a baby snail's shell. However, at times, staff do not always recognise opportunities to extend learning by building on individual children's existing knowledge and skills. This means that, on occasion, children's learning is not always fully maximised. n Relationships with parents are strong and trusted. Staff keep parents informed of their children's progress through an online application, regular parents meetings and newsletters. Parents value photographs and videos sent to them of their children's accomplishments. They state how their children come home,

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need to do better?

eager to tell the family about their experiences at pre-school. Parents readily take on advice from the key persons to support children's learning at home, which enhances children's continuity of care and development.

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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 support all staff to further develop their teaching skills to consistently take individual children's learning to the next level n target support more effectively for quieter, less confident children, to help increase their confidence and engagement, particularly at routine group activities.

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Setting details

Unique reference number 133726 Local authority Oxfordshire Inspection number 10388459 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 50 Name of registered person Little Pippins Pre-School

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reference number

Telephone number 01235 821741 Date of previous inspection 11 July 2019

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Information about this early years setting

Little Pippins Pre-School registered in 1993. It is a committee-run pre-school. It operates from Harwell, near Didcot, Oxfordshire. The pre-school opens each weekday from 9.05am to 3.05pm, during term time. An option to drop children early is available, Early Pips club, which operates each weekday from 8.35am to 9.05am. The pre-school accepts funding for the provision of free early education for children aged two, three and four years. The pre-school employs 10 members of staff. Of these, nine members of staff work with children and hold relevant childcare qualifications at level 2 and level 3.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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 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 manager carried out joint observations of activities. n Parents shared their verbal and written views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the 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

21 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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