Young Discoverers Pre-School

Inspection of Young Discoverers Pre- School South Hill Early Years Centre, Cemetery Hill, Hemel Hempstead, Hertfordshire HP1 1JF

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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 settle in quickly and easily. Staff greet children and parents in a warm and enthusiastic way. There is a flexible settling-in procedure. Staff adapt the plan to suit the children. This helps children to become familiar with the pre-school. Staff create a calm, well-planned learning environment. Children actively engage in their play and learning. Staff provide a variety of activities, including chalk drawing, glittery play dough and threading reels. This helps to develop children's small hand muscles. Children follow their interests and use their imagination. Staff encourage children to talk about their creations. This develops their speaking and listening skills. Staff capture children's curiosity and excitement as they turn over a mat to expose bugs and gather children's interests. Staff encourage children to use language and make observations of the world around them.

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The provision is good

Children run around, avoid obstacles, such as the trees and bicycles, and explore the garden fully. Children develop their gross motor skills further on an assault course. They balance on planks and jump off blocks. This helps to develop their core strength as they persevere, solve problems and take turns. Staff help children who need help to balance by offering a hand to hold. Staff praise children. This helps develop their confidence and self-esteem. Children's behaviour is good. Staff help children to learn good social skills. They facilitate resolving conflicts. For example, when children argue over holding ducks in the water tray, staff skilfully help them to take turns and share.

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need to do better?

n Children use language they have learned at pre-school to communicate their needs and desires to staff and their peers. They manoeuvre pieces of guttering, testing different angles, to make a ramp for cars to go down smoothly. Children say, 'Hold the end for me,' as they work together, reminding their friends of how to help. They are developing good problem-solving and negotiation skills. n Staff provide an engaging environment. They plan activities that interest children and play with them to help them remain engaged. However, staff do not always use these opportunities to extend children's language and thinking skills fully. n Staff know children well. They make regular assessments and identify suitable next steps in children's learning. However, staff do not always focus sharply on these next steps during spontaneous play to help children make the best possible progress. n Staff are inclusive and value the home languages spoken. The use of picture

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need to do better?

cards and greetings on lanyards enables staff to communicate well with parents and children. Staff use signing to communicate with children who speak English as an additional language. n Staff promote healthy eating in the pre-school. Children create artwork and

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need to do better?

31 March 2025 colourful displays that help to increase their awareness of healthy lifestyles. Children demonstrate a secure understanding when they discuss how 'Apples make me strong.' n Parents value the staff, their energy and enthusiasm. Parents feel supported by the management team. They report good progress in their children's behaviour and social skills. Communication with parents is effective. Parents report that children are happy and well looked after. n Managers have systems in place that support staff with their training and development needs. They plan according to the needs of the pre-school. For example, managers recruit and train additional staff to work with children who have special educational needs and/or disabilities (SEND). This means children with SEND receive the support to which they are entitled to help them make progress. n Managers have policies and procedures in place, including regular supervision

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need to do better?

and feedback. Staff report that they feel supported personally and professionally. n Managers spend early years pupil premium funding appropriately. The picture books, puppets and story sacks are used by staff to help disadvantaged children build on their vocabulary and understanding of numbers. n Staff offer parents visual resources to take home to support children's language development. This helps parents to continue their children's learning at home, which contributes to children's success in future life. n The home role-play area enables children to bring their home life into pre- school. For example, children neatly fold clothes that have been in the 'washing machine'. This helps to develop their imaginative skills. n Managers work with health visitors and social workers to support vulnerable children to do well. Children with SEND are identified quickly. The team use this information to identify appropriate pathways and plans to support children

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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 guide staff to focus more sharply on children's next steps in learning n help staff to strengthen interactions with children to extend children's thinking and language skills.

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Setting details

Unique reference number EY337160 Local authority Hertfordshire Inspection number 10394757 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 52 Number of children on roll 53 Name of registered person South Hill Centre

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reference number

Telephone number 01442 234617 Date of previous inspection 24 September 2019

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Information about this early years setting

Young Discoverers Pre-School registered in 2006 and is based in Hemel Hempstead. The pre-school is open Monday to Friday, during term time. Sessions are from 9am until 3pm. The pre-school employs 11 members of staff, six of whom hold appropriate early years qualifications at level 3 or above. The pre-school provides government funded early education for all eligible children.

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Inspection activities

n The inspector and the manager completed a learning walk across all the areas of the pre-school. n The inspector and the manager carried out joint observations to assess quality of teaching and learning. n The inspector held a meeting with the manager. n The inspector held a number of discussions with staff at appropriate times throughout the inspection. n Parents, grandparents and carers shared their views of the pre-school with the inspector.

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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

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.

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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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