Herstmonceux Preschool

Inspection of Herstmonceux Preschool Village Hall, Hailsham Road, Hailsham BN27 4JX

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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 thoroughly enjoy themselves at this well-run pre-school. They arrive with excitement and greet staff enthusiastically. Staff are kind, nurturing and attentive. They form very positive, trusting relationships with the children. Children demonstrate how happy and secure they feel. They know that staff will comfort them when they need it, and children who need help in settling are supported well. Familiar staff are on hand to greet them when they arrive and help them settle into activities quickly.

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The provision is good

Children confidently explore the activities that have been carefully chosen for them, and quickly become independent in making choices. Staff value every child and family, and enable all children to feel included and welcome. Children behave well, as staff plan for their personal needs well. Older children learn how to be kind and courteous to their younger friends. Staff gently role model how to share, take turns and play together happily. The relationships between all children are good. Any rare minor disagreements are managed sensitively.

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The provision is good

Children develop excitement for learning and a real curiosity to find out more and deepen their knowledge. They ask questions and show deep levels of interest. Staff are creative in their teaching and capture children's imagination. They skilfully play alongside children and guide their learning. For instance, staff introduce new words as they play alongside children in the role-play dentist's surgery. Children learn to use words, such as 'appointment' in the correct context. Through play, children deepen their understanding of the importance of brushing teeth to stay healthy.

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need to do better?

n Leaders demonstrate high expectations of themselves, the staff team and all children. They continually reflect on practice and consistently identify how to develop practice further. Staff work well together as a team. The organisation of sessions is good and staff are very responsive to what all children need. Activities are planned with purpose and clear learning intentions. This enables every child, including those with special educational needs and/or disabilities, to make good progress from their individual starting points. n The quality of teaching is good. Staff have specialist teaching experience and offer children opportunities to take safe risks, understand boundaries and to follow instructions. For example, children clearly know where it is safe for them to explore in the forest area. They handle tools such as hammers safely and competently, as staff have taught them how to do this. Children persevere with

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need to do better?

more challenging tasks and demonstrate a determination to succeed. Staff are on hand to offer support and reassurance and children develop a very positive 'can-do' attitude.

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need to do better?

4 June 2025 n The curriculum is appropriately sequenced to allow children to develop a range of skills and knowledge. Good emphasis is placed on promoting children's emotional resilience. Staff offer a kind, sensitive approach, when helping children to understand and manage their emotions. Staff are on hand to talk about how children are feeling. This settles children quickly and enables them to join their friends again when they choose. n Staff plan activities well to help children develop a good awareness of the community where they live. For example, children regularly socialise with the older people who attend other events within the village hall. They learn about Remembrance Day by looking at the poppies at the war memorial and celebrate historic events, such as Victory in Europe day. Staff often take children to the village market to buy foods to bring back to pre-school to eat at snack time. These experiences help to broaden children's understanding of the wider world

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need to do better?

and learn about the needs of others. n There is good provision in place to help children become ready for starting school. Staff talk to children about simple school routines and children learn how to complete tasks independently, such as putting their coats and shoes on by themselves. Children become familiar with the village school's uniform as they practise putting this on and taking it off during role-play activities. Although leaders have attempted to form links with the village school, important information about children's individual learning needs is not always clearly communicated and shared to support children's transfer to school. n Staff support children's health and safety well within the pre-school. Good provision is in place to teach children about healthy eating, oral hygiene and recognising potential dangers, such as in the forest area.

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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 strengthen the links with schools and other settings children transfer to, so that relevant information about children's learning is appropriately shared.

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Setting details

Unique reference number EY546062 Local authority East Sussex Inspection number 10399160 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 44 Name of registered person Total Childcare Services (TCS) Ltd

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reference number

Telephone number 07925 514252 Date of previous inspection 21 November 2019

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Information about this early years setting

Herstmonceux Preschool registered under its current ownership in 2017, although it has been established in the village for many years. It opens Monday to Friday. Sessions run from 8.30am to 5pm on Monday and Tuesday, and from 8.30am to 4pm on Wednesday, Thursday and Friday. A team of eight staff work with the children, two of whom hold qualified teacher status. Funding is accepted for the provision of free early years education for children aged two, three and four years.

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Inspection activities

n The manager spoke to the inspector about how the pre-school is organised and how the curriculum is delivered to support children's learning. n Staff explained how they keep children safe and how they plan for children's learning. n Children interacted with the inspector and talked about what they enjoy doing at pre-school. n The inspector and manager observed an activity together and evaluated the impact of teaching on children's learning. n The nominated individual spoke with the inspector about the leadership of the pre-school. n Written feedback from parents was read and taken into consideration.

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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

4 June 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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