Greenslade Preschool

Inspection of Greenslade Preschool Pound Lane, Nailsea, Bristol BS48 2NN

p.1

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

p.1

The provision is good

Children and their families receive a warm welcome at this friendly and caring pre- school. Children arrive happy and quickly engage in the carefully planned activities staff organise for them. Children rush in are keen to hello to staff. They independently put their coats on their pegs, find their name cards to self-register, and excitedly start playing with their friends. Staff build strong relationships with children and parents from the outset. They gather information about children's individual needs and experiences and use this to tailor their transition into the setting and build on this to help all children make progress in their learning.

p.2

The provision is good

Staff have high expectations for children's behaviour. They take time to embed the routines and boundaries to help children feel safe and secure. Children benefit from staff's positive interactions. For example, staff skilfully extend children's mathematical understanding and language as they support children to build towers with construction blocks. Staff enthusiastically talk to children about how to balance the blocks, which shapes fit together well and ask children if they can make towers as tall as themselves. Children focus on this activity for a long period of time. They beam as the tower gets taller. They proudly tell their friends and staff 'look how tall my tower is. It's taller than me!'

p.2

need to do better?

n The leadership team are passionate about providing high quality care and education for all children. They have designed an ambitious curriculum with a focus on building children's independence, helping them develop strong personal, social, and emotional skills, and encouraging a positive attitude towards trying new experiences and 'having a go.' The whole staff team share these priorities and work together well to deliver a range of activities that build on children's knowledge and skills both inside and outdoors. n Children's literacy is supported effectively. For example, older children write their names on their paintings of spring flowers. Staff encourage children to look at the letter shapes on their name cards and point to letters on an alphabet board. This approach helps children recognise letters and allows children to practise writing and saying the names and sounds of letters. Children show pride when

p.2

need to do better?

they achieve this and say, 'look I wrote a letter 'n''. Young children love drawing shapes outside using chalk. They show good control of the chalk and confidently copy shapes as staff model how to draw lines and circles. These opportunities prepare children well for school. n Children behave very well. They listen to staff, follow instructions, and share and take turns with each other. Children naturally say 'sorry' if they accidently bump into each other. Staff talk to children about their 'Greenslade Pledge' and encourage children 'to be kind, to try hard, to have fun, and to stay safe.' Staff

p.2

need to do better?

31 March 2025 are positive role models for children. They communicate with each other, children and families in a respectful manner and celebrate each child's uniqueness. n Staff know all children well. They have a strong knowledge of what each child already knows and can do and what each child needs to learn next. This helps children to make continual progress. However, occasionally, staff do not have a clear enough focus on the intended learning for children during structured activities. For example, sometimes staff try to teach too much during planned activities and the aims of the activities are lost. Consequently, children do not learn as much as possible during these sessions. n Relationships with parents are positive. Staff work closely with parents from the start and communicate regularly to help parents to become involved in their children's learning. Parents appreciate this regular communication and talk about

p.2

need to do better?

how welcoming and approachable staff are. Parents comment that staff are supportive and actively work with them to obtain additional help for children when they need it. They appreciate staff's guidance with toilet training, oral health, and healthy eating. These trusting relationships help children's continuity of learning. n Overall, staff support children's communication and language development well. Staff interact and engage positively with children as they play. They skilfully repeat words correctly to help with children's pronunciation, add words to children's sentences, and introduce new vocabulary. For instance, staff introduce children to new words like 'stem' and 'bud,' as they paint daffodils. However, younger children and those children who are quieter or less confident do not always have opportunities to join in during group story time or song time, to practise using their developing communication and language skills.

p.3

need to do better?

n The leadership team has developed strong relationships in the community and work closely with professionals to make sure all children reach their full potential. They use funding effectively to provide children with resources and opportunities to enrich their experiences. For instance, staff organised an event for children to try riding different bicycles, such as bicycles without pedals for example. This enhanced children's physical development and helped build children's confidence and risk taking in an environment where they feel safe and secure.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

31 March 2025 n support staff to have a clearer focus on the intended learning for children so that the aims of planned activities are not lost to fully extend children's learning n strengthen opportunities for younger children and children who are quieter or less confident, to become more involved during group times to fully develop their communication and language skills.

p.3

Setting details

Unique reference number 115259 Local authority North Somerset Inspection number 10388235 Type of provision Childcare on non-domestic premises

p.5

Registers

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

p.5

inspection

Total number of places 24 Number of children on roll 34 Name of registered person Greenslade Pre-School Committee

p.5

reference number

Telephone number 01275 858359 Date of previous inspection 3 July 2019

p.5

Information about this early years setting

Greenslade Preschool registered in 1972. It is run by a voluntary management committee. The pre-school operates from purpose-built premises on the site of Kingshill Church of England Primary School in Nailsea, North Somerset. The pre- school is open from 8.30am to 3.00pm Monday and Friday, and 8.30am to 5.30pm, Tuesday, Wednesday, and Thursday during term times. The pre-school employs nine members of staff. One member of staff holds a qualification at level 6, one at level four, six staff hold qualifications at level 3, and one holds a level 2 qualification. The setting offers government funded places.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the leadership team. n One of the leaders joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants children to learn. n Staff talked to the inspector throughout the inspection and discussed how the curriculum is planned and implemented and how children's progress is monitored. n Parents spoke to the inspector and the inspector took their views into account. n One of the leaders carried out a joint observation of a turn taking and communication activity with the inspector. n The inspector observed interactions between staff and children throughout the inspection inside and outdoors. n Children talked to the inspector.

p.6

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.

p.6

Inspection activities

31 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7