Meadow Farm Pre-School

Inspection of Meadow Farm Pre- School The Scout and Guide Headquarters, Field Crescent, Shrewsbury SY1 4PW

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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

This setting is at the heart of the local community, and staff actively encourage children to walk to pre-school with their parents, which many do. Other children choose to come on their bicycles and scooters. This encourages healthy lifestyle choices and supports children's physical development. The interactions between staff and children are warm, supportive and encouraging. Staff greet children and their families with genuine warmth on arrival. Children separate quickly and settle into their play routines. Staff get to know children very well, gaining a strong understanding of their individual needs, interests and development. They provide inviting and challenging activities for children to explore, thereby, extending their learning. For example, children wear safety goggles as they use tools to break ice eggs. This inspires children's natural curiosity and supports them to solve problems and take appropriate risks in their play.

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The provision is good

Staff have clear expectations for children's behaviour, focused on kindness towards others. Children follow instructions and demonstrate an understanding of these expectations. Children behave consistently well.

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need to do better?

n Staff have effective methods to help children to become confident communicators. They engage children in conversations and model language well. Staff read books with children and have discussions based on the stories they read. Staff use actions, pictures and objects of reference to support early communication and language acquisition. They introduce new words effectively, such as 'combine' and 'ingredients', which broadens children's vocabulary. This supports all children to become confident communicators. n Staff work closely with parents and other professionals to ensure that children with special educational needs and/or disabilities (SEND) are supported well. As a result, children with SEND continue to make progress from their individual starting points. n Staff are wonderful role models for children. They place high value on being kind and caring for others. Children demonstrate a clear understanding of these

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need to do better?

expectations and the impact of their actions on others. For instance, when children accidentally bump into others, they say sorry and help each other up. Staff continually praise children for their positive behaviour. As a result, children show respect and consideration for others. n Staff help children to develop their skills in mathematics. For example, they count out the number of spoons they need to measure ingredients to make biscuits. They support younger children to touch count objects, while older children can identify amounts without counting. Staff also model mathematical language as they challenge children to identify different-coloured shapes.

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need to do better?

4 April 2025 Consequently, children develop their understanding of early mathematical ideas. n Staff provide children with a range of experiences and opportunities that develop their knowledge of the local community. For instance, they enjoy walks to the local library, church and park. They also celebrate a range of special events, such as Mother's Day and Remembrance. While there is some effort to acknowledge cultural diversity through celebrations, such as Chinese New Year, the activities and resources are largely centred around British traditions and culture. This limits children's knowledge and understanding of the wider community and world. n Leaders are focused on continual improvement. They have a clear vision for the future and are proactive in making changes to the provision, such as redesigning the outdoor area, which will strengthen their offer to the local community. Staff undertake regular training to help them carry out their roles effectively. This

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need to do better?

helps to ensure that they are well equipped to deliver high-quality care and the best possible outcomes for children. n Parents value the information and help they receive from the setting that helps them continue to support their children's learning at home.

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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 extend the curriculum to enable children to broaden their knowledge of other cultural events and festivals to help them extend their understanding of the wider community and the world.

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Setting details

Unique reference number EY467074 Local authority Shropshire Inspection number 10380675 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 Full day care

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inspection

Total number of places 32 Number of children on roll 43 Name of registered person Meadow Farm Pre-School Committee

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reference number

Telephone number 01743 244542 Date of previous inspection 19 June 2019

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Information about this early years setting

Meadow Farm Pre-School registered in 2013 and is located in the Sundorne area of Shrewsbury. The pre-school employs 10 members of childcare staff. Of whom, eight hold appropriate early years qualifications at level 2 or above, including two who hold level 4 and one who holds level 5. The pre-school opens from Monday to Friday, during term time. Sessions are from 9am until 3pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between staff and children. n The pre-school leader and the inspector carried out a joint observation of a group activity. n Parents shared their 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 pre-school.

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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

4 April 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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