Little Glendalers Pre-School

Inspection of Little Glendalers Pre- School Glendale Infant School, Skye Close, Nuneaton, Warwickshire CV10 7LW

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children flourish in this nurturing and inspiring pre-school. Staff serve as excellent, caring role models, and children's behaviour is exemplary. Children are polite and considerate towards their friends, staff and visitors. Staff celebrate children's achievements and offer an abundance of positive praise. For example, when children have made models or completed a painting, children beam with pride as they display their work on the achievement table.

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The provision is outstanding

Leaders and staff foster a highly inclusive environment. They work diligently to establish strong connections with children and families. Leaders, staff and parents collaborate to create an ambitious curriculum that prepares children for their transition to school. The pre-school has a superb relationship with the host school. They share curriculum ideas and plans for children. This helps significantly to maintain the continuity in children's learning and development.

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The provision is outstanding

Leaders and staff go above and beyond to offer children exciting and engaging learning opportunities that spark their fascination. Interactions are of the highest quality. Staff consistently use open-ended questions to encourage children to solve problems. For example, children enjoy making boats and then move to the water play area to test if their boats will float. They discuss what will happen to materials such as cardboard and plastic. Staff ask children to predict what will happen as they add objects to the boat. They talk to children about the different materials and how water affects them. Staff use key vocabulary such as floating and sinking, heavy and light. Thereafter, children confidently use the vocabulary in their play. They excitedly exclaim, 'My boat is floating,' and 'My boat is all wet and now it's sinking fast'.

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need to do better?

n Leaders and staff are passionate about the pre-school. They strive for continuous improvement. Staff have an excellent working relationship with each other. They work tirelessly to plan for children's learning. Staff consider each child's needs, interests and abilities. n Partnerships with parents are exceptional. Parents speak enthusiastically about the pre-school and the incredible range of activities their children enjoy. They describe the 'remarkable' progress their children make and the dedication of the 'truly amazing' team. Staff provide plentiful opportunities for parents to support their child's learning at home. For example, children choose books from a lending library and borrow 'busy' bags to practise skills at home. Leaders actively encourage parents to participate in the pre-school by inviting them to lead story time sessions and attend events. n Staff have the highest expectations of all children, including those with special

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need to do better?

30 April 2025 educational needs and/or disabilities and those who speak English as an additional language. Staff identify any gaps in children's learning and development at an early stage and act promptly to address them. Detailed plans are in place for children to ensure all staff know the strategies to support them. Staff work closely with parents and other professionals, such as speech and language therapists, to ensure all children reach their full potential. n Children are excellent communicators. Staff model key words to support children in developing a wide vocabulary. They routinely ask open-ended questions and create opportunities for children to develop conversational skills. Staff sing well- known rhymes and songs, encouraging children to retell favourite stories during play. For example, when they use insect stampers in dough, staff prompt children to recall the well-known phrases from the story of 'The Very Hungry

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need to do better?

Caterpillar'. Staff use sign language or visual cue cards to ensure all children make rapid progress. n Children's physical development is exceptional. In the creative area, children confidently construct models by cutting ribbon and tape and squeezing glue from containers. They build small-muscle strength by squeezing pipettes and moulding and rolling dough. Children have access to plenty of outdoor space, including a truly inspirational woodland area, where they can climb, balance, jump from wooden structures, shovel and rake sand, use a beater to hit drums and cymbals and become immersed in gardening activities. n Promoting independence is seamlessly integrated into nursery routines. Consequently, children are exceptionally well prepared for the next stage of learning. They begin to recognise their name as they self-register on arrival, and enjoy serving themselves at the snack bar and tidying up afterwards. Staff

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need to do better?

support children to learn to peel fruit, pour drinks and open yoghurt pots. n Children have considerable opportunities to learn about and experience the natural world. They explore flowers and recognise the different parts, such as stem and petals. Children learn to grow vegetables, such as potatoes, and observe how they become food over time. They delight in making 'potions' in the garden and exploring the scent of fresh herbs and lavender during sensory play. n Diversity and cultural differences are widely celebrated in the pre-school. A 'family board' showcases children's backgrounds and sparks discussions about their family lives. Children learn to appreciate what makes them unique. Staff draw on the children's rich cultural diversity and collaborate closely with parents to understand their cultural celebrations. Parents contribute by bringing special foods and other resources to support children's learning.

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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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Setting details

Unique reference number EY345800 Local authority Warwickshire Inspection number 10375969 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 25 Number of children on roll 30 Name of registered person Little Glendalers Pre-School Limited

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reference number

Telephone number 07540616216 Date of previous inspection 10 May 2019

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Information about this early years setting

Little Glendalers Pre-School registered in 2006 and is located in Nuneaton, Warwickshire. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and one holds an early years qualification at level 2. The pre-school opens from 8.45am until 3.30pm, Monday to Friday, during term time only. It provides funded early education for three- and four-year-old children.

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Inspection activities

n Leaders 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 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 Children spoke with the inspector during the inspection. n The inspector and leaders carried out a joint observation of group activities. n Leaders showed the inspector documentation to demonstrate 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

30 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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