Eyrescroft Pre-School

Inspection of Eyrescroft Pre-School c/o Eyrescroft School, Eyrescroft, Bretton, Peterborough PE3 8EZ

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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 thoroughly enjoy their time at pre-school and generally show they feel secure in their surroundings. Staff know children well and the strong trusting bonds between the two are evident as they play together. Staff are attentive to children's needs and, when required, give support to children when trying activities they are less confident with. Other children learn from staff's wonderful role modelling as they too offer help to their friends by holding their hand as they practise balancing on the tyres. This level of kindness is typical of the good behaviour among all children.

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The provision is good

Staff work hard to teach children about their emotions and use a range of ways, such as picture cards, to enable children to express how they are feeling. Staff recognise the importance of children being able to communicate effectively and have systems in place to accurately assess children's abilities. Strategies to support language development are generally successful and, consequently, most children can make themselves understood. Children are inquisitive, imaginative and keen to learn.

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The provision is good

Staff know exactly when to join in children's play and enhance their ideas. For example, staff join children's imaginary play and promote lots of giggles as they discuss whether it is easier to climb out of the imaginary house through the window or whether to create a door.

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need to do better?

n Staff implement a secure curriculum that builds over time on what children know and can do. Children needing extra help or those who have special educational needs and/or disabilities are supported well. Staff ensure activities are fun, and this successfully entices children to want to join in. Group times are a good example of staff's intentions as children are now developing a true understanding of what is expected of them during these adult-led activities. n Staff promote a love of reading by regularly engaging children with stories and books. Children enjoy listening to tales, often joining in with familiar phrases and words. This is an indication of their growing attention spans and how they are listening to what has been said. Staff welcome parents to special events to share books together, promoting a general appreciation for reading at home. As a result, children independently select books during their freely chosen activities

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need to do better?

and demonstrate their growing enthusiasm for reading. n The pre-school benefits from a strong, long-established team that takes a great pride in its work. The team consistently strives to provide the best care for children and their families. Staff are encouraged to undertake training opportunities, which help to improve their skills and boost their confidence,

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need to do better?

24 April 2025 ensuring they remain suitable for their roles. Morale is high in the team, and team members' well-being is valued and protected by everyone. n Staff actively support children's good health by sharing ideas with parents for nutritious and balanced packed lunches. This contributes positively to ensuring children receive appropriate meals to sustain their energy and growth. Staff also promote the importance of regular tooth brushing, helping children develop lifelong habits that promote good oral hygiene. n Children take great delight in being outdoors in the fresh air, where they can take part in a range of activities. Currently, they are inspired to learn more about the natural world. Children learn about wildlife by observing nesting birds in the garden, and they are developing their knowledge of growth and life cycles through hands-on experiences such as planting and nurturing seeds. n Staff swiftly build strong partnerships with parents and regularly share updates

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need to do better?

about children's progress and activities. Parents say how much their children enjoy coming to pre-school. They especially value the time and support offered by staff during challenging moments in their lives which, in turn, helps to foster a sense of community and trust. n Staff recognise that the local community is culturally rich and ensure everyone feels truly welcome at the pre-school. Staff make efforts to learn important words in children's home language and teach children to be respectful and kind to their friends. However, staff have yet to refine and fully develop even more meaningful ways for children to celebrate and learn about the diverse range of cultures around them.

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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 find even more inspirational ways to celebrate and reflect on the unique backgrounds, experiences and cultures of all children and that of the local community.

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Setting details

Unique reference number EY361299 Local authority Peterborough Inspection number 10380475 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 60 Number of children on roll 50 Name of registered person Pre-School Learning Alliance

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reference number

Telephone number 01733 332 494 Date of previous inspection 11 June 2019

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Information about this early years setting

Eyrescroft Pre-School registered in 2007. The pre-school employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday during term time only. Sessions are from 8.45am until 11.45am and from 11.45am until 2.45pm, with the option to stay all day. After-school sessions are from 3pm until 6pm. The pre-school provides funded early education for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. 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 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 spoke to parents and took account of their views. n The manager and the inspector carried out a joint observation. n The inspector looked at relevant documentation and reviewed 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

24 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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