Border Pre-School

Inspection of Border Pre-School Llanymynech Village Hall, Station Road, Llanymynech, Powys SY22 6EE

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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 Outstanding

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The provision is good

Children are greeted enthusiastically by staff as they arrive at this fun-filled pre- school. Staff are attentive to children's needs, and they feel safe and secure as a result. They quickly engage in learning. Staff base curriculum activities around themes such as growing. Staff build on what children already know and can do, and they provide exciting environments for children to explore and develop their skills. For example, children make cress heads. They use their fine motor skills to draw faces on tubes and sprinkle seeds onto the cotton wool. Children learn about what the cress needs to grow and how they can eat it once it has grown. Outdoors, children develop their imagination as they make cakes in the mud kitchen and serve them to friends who are on an adventure in their boat.

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The provision is good

Children's behaviour is good. Staff are positive role models for children. They are calm, use their manners and treat children with respect. Staff give children praise and encouragement, which helps to develop their self-esteem and confidence. Children understand the routine of the day and follow instructions well. For example, they know to wash their hands before snack and tidy away toys after playing with them. Children are kind to their friends, sharing and taking turns. Staff are consistent with behaviour management and remind children of the rules during activities.

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need to do better?

n The pre-school is located on the border of England and Wales. Leaders take pride in being at the heart of the community and serving children and families well. They actively seek opportunities for children to gain new experiences, such as decorating the church at Christmas or singing at the local community café. Staff introduce Welsh culture, which is important to many children and families. They sing some songs in Welsh and lead simple number activities to help children learn and hear the language. n Leaders have introduced a detailed school-readiness programme for older children to support their transition to school. For example, they change for physical education sessions. When they go for a walk to the canal, staff encourage them to have the confidence to run freely, thinking about the dangers of the water and to keep safe. They go pond dipping, measure trees and are supported to use descriptive language. In the pre-school, children cook, weigh

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need to do better?

and measure ingredients or practise their scissor skills. This supports children well to be ready for the next stage in their learning journey. n Children engage well in their play. They are excited to join in activities and show a 'can-do' attitude towards their learning. The stimulating curriculum and environment, both indoors and outdoors, foster children's curiosity and support all children to make good progress across all areas of learning. However, there

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need to do better?

29 April 2025 are occasions where staff do not differentiate group activities. Therefore, at times, staff do not further extend some children's learning. n Staff model strong language skills. They talk to children, narrate their play and ask open-ended questions to promote conversation. Staff encourage children to recall past events and learning, helping to build their communication skills and embed their understanding. Children are exposed to a wide range of vocabulary, and staff introduce new words where appropriate, such as 'pipette' during seed planting and 'gigantic' during story time. n Children are encouraged to develop a love of literacy and books. They independently look at books, turn the pages, and discuss the pictures they see. When staff read stories, they use a range of voices and tone to engage the children. Children enjoy joining in with familiar words as the story progresses, which enhances both their understanding and enjoyment.

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need to do better?

n The pre-school promotes healthy lifestyles effectively. Children are provided with healthy snacks and have access to fresh drinking water throughout the day. Staff talk with children about healthy and unhealthy foods to support their understanding of making good choices. They also benefit from regular fresh air and physical activity. Staff support parents by offering healthy eating workshops, providing lunch box ideas, and discussing dietary concerns when necessary. n Leaders work closely with staff, who report that they are happy and feel supported in their roles. They carry out regular supervision meetings with staff to review their performance and reflect on their practice.

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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 support staff to differentiate learning experiences to help further extend all children's development.

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Setting details

Unique reference number 224049 Local authority Shropshire Inspection number 10395103 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 24 Number of children on roll 27 Name of registered person Border Preschool Committee

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reference number

Telephone number 01691 830565 Date of previous inspection 11 November 2019

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Information about this early years setting

Border Pre-School registered in 1995. It is open from 9am until 2.45pm, Monday to Friday, during term time only. The pre-school also provides a breakfast and after- school club. There are six members of childcare staff, of whom all hold appropriate early years qualifications at level 2 or above. The provider receives funding to provide free early education for two-, three- and four-year-old children.

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Inspection activities

n The leader joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

29 April 2025 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

29 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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