Pied Piper Pre-School

Inspection of Pied Piper Pre-School Portacabin, Earls Barton Junior School, Broad Street, Earls Barton, NORTHAMPTON NN6 0ND

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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 thrive at this nurturing and inclusive pre-school. They are greeted warmly by staff as they arrive. Young children settle quickly to play with a wide range of resources that stimulate their curiosity, such as small cogs and wheels. Staff set clear expectations for children as they confidently follow familiar routines. Staff are kind and respectful and form strong bonds with children, whose behaviour is consistently good.

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The provision is good

Children enjoy a variety of fun activities outdoors that support their physical development. They run around vigorously with staff while they play games, such as hide and seek, in the secure and inviting garden. Children listen and concentrate when staff read them stories. Children benefit from opportunities to explore the natural environment. For example, staff share their knowledge with children about how to plant seeds and grow flowers and vegetables. This helps support their understanding of where food comes from. Children develop caring skills while they tend growing plants to harvest and taste. This promotes their awareness of healthy food choices.

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The provision is good

Staff get to know children well from the start. They use their knowledge of children's interests and abilities to adapt the carefully considered curriculum to meet their needs. Staff provide tailored support for all children, including those with special educational needs and/or disabilities (SEND). This helps ensure that children make good progress from their starting points in learning.

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need to do better?

n The experienced and long-standing staff benefit from a targeted programme of continuous professional development. For instance, staff attend training to help them provide support for families at difficult times, in response to identified needs. Staff share a passion for promoting children's well-being and happiness. Staff's well-being is also a priority for leaders, who ensure a strong team ethos where everyone feels valued. n Support for children with SEND is strong. Staff work tirelessly with professionals to ensure that referrals are made swiftly. As a result, children get the right help to narrow any emerging gaps in learning. The pre-school makes good use of any additional funding to enhance resources and experiences for all children. One example of this is when they provide gardening materials to extend children's interests in the natural world. n Staff provide children with a wealth of opportunities to develop basic skills that

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need to do better?

they will need for future learning. For example, children freely access mark- making materials to promote their early literacy skills. Staff encourage children to explore materials such as paint, glue, crayons, paper and scissors creatively.

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need to do better?

20 May 2025 However, staff's use of mathematical language for counting, shape and quantity is less effective in engaging children to learn about early mathematical concepts. n The development of children's communication and language skills is a priority, including for those who speak English as an additional language. For instance, staff provide a commentary as children play. They select books, based on children's current interests, that enrich their vocabulary and stimulate their imaginations. Children listen to a story about bees, chosen because of their observations of insects. Young children name favourite songs and rhymes to perform to the group. This helps to build confidence in their speaking skills. n Staff help children to understand about similarities and differences between themselves and others. Children learn that their unique qualities are appreciated as staff specifically praise them. They cooperate well and take turns with

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need to do better?

equipment, such as while planting sunflower seeds in pots. Staff talk with children about their emotions and demonstrate a consistent approach to managing behaviour. For instance, they remind children to be gentle with their friends. n There is a strong two-way exchange of information between staff and parents daily. Parents receive good support to continue children's learning in the home. For example, there is a joint approach to toilet training. Staff provide parents with books and learning packs designed to meet individual children's needs. n There are established links with the on-site school. This helps secure smooth transitions for older children. Outings into the community help children to understand about the wider world. Visitors to the pre-school introduce children to experiences that inspire awe and wonder. These include children handling farm animals and reptiles, listening to live music and watching magic tricks

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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 extend their use of mathematical language during activities to promote children's understanding of early mathematical concepts further.

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Setting details

Unique reference number 220204 Local authority North Northamptonshire Inspection number 10394734 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 20 Number of children on roll 23 Name of registered person Pied Piper Pre-School Committee

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reference number

Telephone number 01604 810010 Date of previous inspection 23 September 2019

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Information about this early years setting

Pied Piper Pre-School registered in 1999. It is located in the grounds of Earls Barton Junior School in Earls Barton, Northamptonshire, and is managed by a committee. The pre-school employs five members of childcare staff, all of whom hold early years qualifications at level 3. The pre-school opens from Monday to Friday, during term time. Sessions are from 8.45am to 3.45pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager 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 is having on the children's learning. n Staff spoke to the inspector during the inspection. n The inspector and the manager carried out a joint observation of an activity outdoors. n The inspector spoke to parents during the inspection and took account of their views. n The children spoke with the inspector during the inspection.

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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

20 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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