Wormley Pre-school

Inspection of Wormley Pre-school Wormley CE Primary, Cozens Lane East, Broxbourne, Hertfordshire EN10 6QA

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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 arrive at this pre-school eager and enthusiastic to begin their day. They run towards the warm and welcoming staff, who greet them at the entrance. Staff readily hug the children, who eagerly share their weekend news. A calm and respectful atmosphere supports children to explore, play and learn with enthusiasm. They confidently choose from a wide range of activities. For example, some roll out play dough and use shape cutters to cut out shapes, naming the ones they already know and learning new vocabulary for the ones that are new. Others explore paint and glitter, guided by staff to use a paintbrush correctly, carefully wiping off the extra paint and supporting their fine motor skills, before creating their own masterpiece.

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The provision is good

Children develop their understanding of the natural world around them as they look for insects and bugs in the bug hotel. Staff encourage them to discuss the similarities and differences between a snail and a slug. Children notice the features of the snail's shell, describing it as 'its own house'. The provider has a well- designed curriculum in place to support the children's personal, social and emotional development with a focus on preparing them for their next steps. Children's behaviour is generally good. They listen to others, take turns and share resources.

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need to do better?

n The provider has a clear focus on developing children's communication and language skills. Staff support communication well. They narrate what children are doing and introduce new words as children play. During hospital role play, staff introduce children to words, such as stethoscope and thermometer. Staff use songs to embed vocabulary, for example, when playing with play dough, staff sing 'rolling, rolling, rolling' while the children roll the dough ready to cut the shapes. n Staff know their key children well. They have a clear understanding of what the children already know and what they need to learn next in their educational journey. Staff plan activities they know their children will enjoy. However, they are not always clear about the intent and what they want children to learn from them. As a result, children sometimes lose interest in the activity and move on to something different. n Children behave well and are learning to share and take turns. For example,

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need to do better?

when children want to use a toy screwdriver, others offer theirs saying, 'We all have to share, don't we?' On occasion, staff do not always respond quickly enough to help children remember the behaviour expectations when they forget them. n All children, including those with special educational needs and/or disabilities

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need to do better?

28 April 2025 (SEND), make good progress from their starting point. Leaders work closely with families and work alongside them to get any support they may need. They work well with outside agencies and signpost parents to support groups and workshops. n Interactions between staff and children are positive and purposeful. Staff discuss with children what they are doing and seeing. For example, while looking at a snail through magnifying glasses, staff encourage the children to look for the snail's eyes and compare them with their own. n Parents speak highly of the care and support they receive from the pre-school. Staff regularly keep them informed of their children's progress using an online platform. This supports them to help their child continue their learning at home. Parents say they are happy with the home visit and settling-in process. Parents are regularly invited to participate in activities with their children at the play-and-

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need to do better?

stay sessions offered. Parents say that they feel able to approach staff should they have any concerns and find this particularly reassuring. n Leaders know their staff well. They ensure staff have regular supervisions and professional development to enhance their knowledge and skills. Staff feel well supported and particularly value the strong team culture and focus on staff well- being. n Children demonstrate their independence as they take off their own coats and wash their hands ready for snack. Children know when they need to wipe their nose and use the nose wiping station to manage this themselves.

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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 help staff to fully understand the learning intent behind planned activities, so that they can maintain children's engagement and support learning n support staff to respond promptly to remind children of the behaviour expectations when they forget them.

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Setting details

Unique reference number EY434778 Local authority Hertfordshire Inspection number 10380643 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 34 Name of registered person Wormley Pre-school Committee

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reference number

Telephone number 01992 303 331 Date of previous inspection 18 June 2019

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Information about this early years setting

Wormley Pre-school registered in 2011. The pre-school employs five members of childcare staff, four of whom have early years qualifications at level 3 or above. The pre-school is open from Monday to Friday during term time only. Sessions are from 8.45am until 12 midday. The pre-school provides government funded early education for all eligible children.

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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 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 members of staff during the observation. n Children spoke with the inspector during the inspection. n The inspector carried out a joint observation with the manager. n Staff spoke to the inspector about how they support children with SEND. n The inspector spoke to parents during the inspection and took into account their views. n The inspector observed the interactions between staff and the children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the staff working in the pre-school. n The inspector spoke with the manager about the leadership and management of

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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

28 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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