St Andrews Pre-School & Jammie Dodgers ASC

Inspection of St Andrews Pre-School & Jammie Dodgers ASC 1-2 St Andrews Road, Tidworth, Wiltshire SP9 7EP

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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

Staff greet children with big smiles and a warm welcome as they arrive. Children settle quickly and enjoy playing with staff. They have a good attitude to learning. During group activities, staff plan and teach children the skills they need to learn to make progress. Older children sit and follow instructions, responding to questions challenging their understanding of language. Younger children joyfully join in with staff who sing familiar songs, such as 'Sleeping Bunnies'. Children giggle as staff use their inventive suggestions to change the lyrics and adapt their actions for 'Tall Giraffes'. These activities help children explore patterns in language and help prepare them for future learning.

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The provision is good

Staff support children's emotional well-being by working closely with parents. Staff and managers encourage parents to take a proactive role in helping their children feel secure at the setting and supporting them with their children's learning at home.

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The provision is good

Children learn the skills and develop the understanding to respect one another. When they have disagreements, staff support them using strategies to help them take turns and wait. Children use sand timers and, with support from staff, talk to one another to negotiate their differences successfully.

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need to do better?

n Leaders have established an ambitious curriculum designed to meet the needs of all children who attend. It incorporates what they do to ensure children are emotionally safe and ready to learn by working effectively with parents. The management team has designed a language-rich curriculum that aims to give children time to become immersed in learning, particularly when learning about different countries and cultures. For instance, while learning about Fiji, children experience foods, wear flower garlands and learn about traditions such as specially woven mats made to celebrate the birth of newborn babies. This helps children from all cultures and backgrounds feel valued and unique. n Leaders evaluate the quality of teaching and learning accurately. They identify what is going well and what needs to improve. The management team supports staff through training, feedback and modelling good-quality teaching, particularly

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need to do better?

during targeting interventions. For instance, staff support children's next steps through daily targeted support. This helps children, particularly older children, learn to recognise the sounds within words that will help them be ready when they start school. However, the leadership team's plans for improvement are not yet fully embedded. Occasionally, some staff do not consistently support children's learning during their chosen play activities, so children cannot fully benefit from the skills and knowledge in the leaders' curriculum.

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need to do better?

25 February 2025 n The leadership team is ambitious about the achievement of all children, particularly those with special educational needs and/or disabilities (SEND). Staff identify children's needs quickly, and staff assessments are accurate. They use this information to work closely with outside agencies and deliver interventions for children so that they consolidate the skills and knowledge they need to make progress. Children with SEND are closing gaps in their learning. n Leaders have high expectations of children's behaviour. Staff support children to have a good attitude towards their play and learning. They use visual timetables to tell children what is happening next and help them prepare for upcoming activities. However, staff do not consistently manage some routines and transitions well, particularly for younger children. For instance, when staff prepare young children for story time or outdoor activities, the environment is

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need to do better?

often loud, leading to some children being unable to hear staff instructions and becoming distracted while waiting too long. While leaders have plans to improve this, these are not yet fully embedded. n Staff and managers have established good partnerships with parents. They have designed a process of supporting children, particularly babies, to aid their transitions into the setting. Initially, parents attend with their children, play alongside them and observe how staff interact with their children. Parents gradually withdraw as children become more confident, leading to well-settled and secure children. Staff provide home learning activities to support parental engagement, such as encouraging children and families to access and share books from the setting's lending libraries while young children are encouraged to find different sounds in their environment.

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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 strengthen staff interactions during children's chosen play activities so that children consistently learn and practise the skills and knowledge in the leaders' curriculum n further support staff to consistently adapt routines and the environment to meet children's needs, particularly for younger children during transitions between activities, so they can hear, concentrate and be ready to learn.

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Setting details

Unique reference number 146010 Local authority Wiltshire Inspection number 10372529 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 54 Number of children on roll 76

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Name of registered person

TNB Garrison Early Years and Play Committee

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reference number

Telephone number 01980 843125 Date of previous inspection 24 April 2019

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Information about this early years setting

St Andrew's Pre-School & Jammie Dodgers ASC was registered in 1991 and operates in Tidworth, Wiltshire. The pre-school is open each weekday from 9am until 6pm, term time only. The after-school club is open from 3pm until 5.45pm during term time only, with a holiday club on offer during some weeks of the school holidays. There are 12 members of staff working with the children. One holds a qualification at level 6, two staff, including the manager, hold a qualification at level 5, five staff have qualifications at level 3, two at level 2, and two staff are unqualified. The setting follows the High Scope philosophy. It offers government- funded places.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 spoke with the nominated individual and manager about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. 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 observed the interactions between staff and the children. n The inspector and the manager carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

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

25 February 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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