Bourton and Zeals Preschool

Inspection of Bourton and Zeals Preschool Playing Fields, West Bourton Road, Bourton, Gillingham SP8 5FG

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children arrive eager to talk to staff and find out what exciting activities await them. Staff greet them with enthusiasm, listening and responding well to their comments. Children behave well and feel safe and secure. Although the provider carries out appropriate checks on staff to ensure their suitability to care for children, they have not informed Ofsted of changes to the committee, which is a requirement.

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The provision requires improvement

Leaders and staff plan an ambitious curriculum. Staff get to know what children can already do when they first start, and continually monitor their progress, to know what knowledge and skills to support them with next. Staff provide good support to encourage children to think critically and develop their knowledge through trial and error. For example, children have a go at making a sandcastle but realise the sand is too dry. They add enough water to make it 'sticky' and try again, pleased with their success. Staff effectively help children to make links across their learning, extending, and embedding their knowledge further. For example, during an activity and a story, children recall the good discussions they had during their snack about healthy eating and caring for their teeth and body.

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need to do better?

n The leaders have not informed Ofsted of changes to their committee members, to carry out checks on their suitability. This is a breach of requirements. However, committee members do not work directly with the children or access confidential information, so there is no significant impact. Leaders started to address their error, once informed, and Ofsted does not intend to take any action, on this occasion. n Staff implement the curriculum well. They focus on building children's confidence, independence, emotional regulation, and language skills. This prepares them well for school. Children learn to manage their personal need. They pour their drinks and sweep up sand. Staff provide positive role models, so children learn to value others' opinions and make appropriate choices. They consistently remind children of their 'golden rules,' which the children helped develop. n Children become confident communicators. Staff engage them in meaningful

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need to do better?

conversations and extend their vocabulary. For example, children enjoy a familiar story, recalling what happens next. They know the book has a cover and learn which part is the spine. Staff encourage children to be inquisitive and ask and answer questions. However, on occasions, distractions prevent children concentrating fully or completing some ideas and discussions. n Leaders' effective use of funding has a positive impact on children's development. For example, staff have received training in using sign language.

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need to do better?

5 March 2025 Adults and children now use this to support communication with children with special educational needs and/or disabilities. In addition, they have purchased resources to use their interests successfully, to motivate their learning. n Despite the weaknesses in leadership and management to meet all the requirements, staff implement sensitive care practices, which meet children's needs and supports their emotional well-being effectively. Children have good opportunities to choose whether to learn indoors or outdoors. Staff encourage them to hold the rail to walk down steps, and to carry and handle scissors, safely. However, they do not always encourage children to pick up spilt toys or help with tidy-up time. n Leaders mostly evaluate their provision well, seeking staff, children, and parents' feedback. They have changed their environment to provide a calmer space, which has had a positive impact on all children's well-being and behaviour. Staff

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need to do better?

are currently undertaking further training in supporting mathematical development, to enhance this area of the curriculum. n Parents are incredibly positive about the setting. They comment on how well their children are progressing, especially in their social development and language skills. Parents confirm the good information they receive to know how to support their children at home. Staff have close links with the school and are proactive in developing partnerships with any other providers' sharing care of the children. This ensures they all work consistently to aid children's transitions 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 improve staff awareness of helping children to concentrate and follow through their ideas or discussions n extend the use of daily routines to help children take care of their environment and deepen their understanding of safe practices.

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Setting details

Unique reference number EY412167 Local authority Dorset Inspection number 10380442 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 21 Number of children on roll 27 Name of registered person Bourton and Zeals Pre School Committee

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reference number

Telephone number 01747 840537 Date of previous inspection 10 June 2019

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Information about this early years setting

Bourton and Zeals Pre-school re-registered at its current premises in 2010. It is run by a parent committee. The pre-school operates from a building in the grounds of St George's Church of England School, Bourton, Dorset. It is open Monday to Friday from 8.45am to 3.15pm, during school terms. The pre-school receives government funding. There are five members of staff. Of these, four hold relevant early years qualifications at level 3.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector talked to staff at convenient times and observed the quality of teaching, indoors and outdoors, assessing the impact this was having on children's learning. n The manager and inspector conducted a joint observation of the quality of teaching and learning, during an adult-led activity with a small group of children. n The inspector spoke with parents and children, taking account of all their views. n The manager, chair of committee, and inspector discussed the leadership of the setting, and the inspector sampled documentation, including evidence of 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

5 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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