Hoppers of Dinton pre-school

Inspection of Hoppers of Dinton pre- school Dinton Village Hall, Upton Road, Dinton, Aylesbury, Buckinghamshire HP17 8UQ

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and confident at pre-school. They are quick to engage in a range of activities provided for them. Staff show care and kindness as they help newer children to settle. This helps children to feel safe and secure during their time at the setting.

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The provision requires improvement

Staff generally know the children well. They understand their needs and how to support them to engage in play with their friends. They can identify current learning and next steps. However, the curriculum does not always provide children with suitably challenging learning opportunities. For example, staff do not focus enough on what they want children to learn from activities. In addition, there are inconsistencies in the quality of teaching and interactions from staff. This impacts on how well children focus and engage during activities, and means that they do not benefit fully from intended learning.

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The provision requires improvement

Children behave well and show kindness and care towards each other. They give cuddles to their friends and offer toys to play with.

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The provision requires improvement

Children are curious and confident communicators as they talk about their friends and the activities they like to do. Staff engage children in conversation following their interests. They read favourite stories and encourage children to predict what will happen next. This supports communication and language development.

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need to do better?

n Leaders are eager to create an environment where children feel safe and secure, and where their learning is promoted well. They recognise that there are improvements to be made to develop the provision and are implementing changes. However, these are not embedded well enough to raise the quality of planning and teaching to a consistently good level. n Staff support and encourage children's communication and language development. They read and share a range of books and stories. The read with enthusiasm and encourage children's interest through talking about what they can see happening in the pictures of the books. Children particularly enjoy action songs. For example, staff sing fun songs to name body parts. Children join in, showing excitement and joy as they move their bodies. n There are good arrangements to promote children's physical skills. They provide a lot of opportunities to develop these skills. They focus on developing their fine

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need to do better?

motor skills through creative play. For example, children learn to handle small equipment and resources to collect and pour a rice activity. They move their fingers through the rice making patterns. n Staff comfort children when they are upset and need reassurance. They find

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need to do better?

15 May 2025 comfort in the cuddles and care provided by staff and are confident and secure at pre-school. This supports children's emotional well-being. Staff provide a range of opportunities for children to develop their independence skills, such as hand washing, pouring drinks and preparing snack time. n Generally, staff know the children and their individual personalities well. However, the key-person system is not fully established. This impacts on staff knowledge of children's current learning and does not support them to plan for their next steps. n Staff promote children's positive behaviour through setting clear expectation and providing the support and guidance to manage and regulate emotions. Staff are quick to help resolve minor disagreements and help children to redirect their play and learning. Children play for short periods of time at their chosen activity and move to new experiences quickly. Staff sit alongside children and join in

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need to do better?

their play. n Leaders have effective procedures in place to ensure the suitability of staff. They hold regular meetings to review practice and provide updates to help inform staff of any changes. This helps staff arrange the provision to meet the varying needs of the children attending.

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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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Due date

ensure that all staff receive support, training and coaching opportunities to improve the quality of teaching to help them understand how to implement the curriculum 18/07/2025

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should:

n embed the key-person system to support staff to effectively plan quality teaching that supports children next steps.

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Setting details

Unique reference number 2769095 Local authority Buckinghamshire Inspection number 10401515 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 15 Number of children on roll 38 Name of registered person Banham, Corinne

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reference number

Telephone number 07813880153 Date of previous inspection Not applicable

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Information about this early years setting

Hoppers of Dinton pre-school registered in 2024. The setting operates from the village hall in the village of Dinton, Buckinghamshire. The pre-school operates term time only 8am to 5pm, Monday to Friday. The setting employs four members of staff of whom three hold a relevant early years qualification at level 3. The setting provides funded early education for two-, three-and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and the children. n The manager and the inspector carried out a joint observation during snack time. n The manager 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

15 May 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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