Prebend Pre-school

Inspection of Prebend Pre-school New Methodist Church Hall, Prebend Passage, Southwell, Nottinghamshire NG25 0JH

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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

Staff support children to understand when the routines of the day change, helping them to feel secure and understand what happens next. This includes staff giving children clear instructions, which they follow, such as to tidy away toys.

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The provision is good

Children with special educational needs and/or disabilities are supported well by staff. Individual targeted plans are identified and implemented by staff to meet children's individual needs. This includes children being supported to concentrate during group times and to follow routines, such as to sit down when they eat their lunch.

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The provision is good

Staff plan activities and provide age-appropriate resources to help children develop the muscles in their hands, in preparation for early writing when they move on to school. Older children use scissors to cut tissue paper with increasing skill and accuracy. Staff show younger children how to hold and use the scissors correctly. Children show pride in their achievements, when they successfully cut tissue paper to create shapes.

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The provision is good

Children gain an understanding of the world around them. They learn how to look after plants and remember that plants need water and soil to grow. Staff introduce mathematical concepts. They show children how they can measure plants growing in the garden. Children identify which plant is the biggest.

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need to do better?

n Staff explain to children the rules and boundaries in the pre-school, helping them understand what is expected of them. Staff are good role models for children and model clear and consistent messages to help them understand why these are in place. This includes reminding children to walk indoors and not run. Children show that they understand why they should walk indoors, explaining to visitors that if they run, they might trip over a toy and hurt themselves. n Overall, staff support children's communication and language skills well. Staff plan small-group times, where children are asked to talk about the pictures they see in books. However, on other occasions, such as during some craft activities and mealtimes, the support children receive from staff is not as effective. For example, staff's interactions and questioning does not fully support children to build on their speaking skills. n Staff plan a curriculum to support children's physical development. This includes

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need to do better?

showing children how to move their bodies in different ways to create yoga poses. Children stand on one leg as they pretend to be a tree and balance on tiptoes, helping to develop their balance and coordination. Additionally, staff help children to learn the impact of exercise on their bodies. For example, staff show

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need to do better?

10 June 2025 children how to feel their heart rate and explain how this increases when they do physical activities. n Children are supported to be independent. For example, staff arrange resources that enable children to access what they want to promote their interests. For example, children select paper and pencils when they want to draw pictures. Furthermore, at lunchtime, staff ask children to take care of their own belongings, such as their lunch boxes. n Staff ensure that children follow hand-hygiene routines, such as before they eat and after using the toilet. However, staff do not fully support children to understand the importance of looking after their teeth to further promote their understanding of how they can keep their bodies healthy. n Staff invite parents to attend meetings to discuss their children's learning. They share photos of their children engaged in activities. This helps to keep parents

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need to do better?

informed about their children's development. n Additional funding that some children receive is used effectively to meet their individual needs. For example, when children show an interest in playing in the role-play area, staff introduce additional resources into this area to help develop children's social skills, as they play alongside their peers. n Staff promote children's safety well, such as when they play outdoors in hot weather and use equipment. For example, they talk to children about why they need to wear hats and sun cream. Furthermore, staff show children how to use knives safely as they use these to butter crackers at snack time.

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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 help staff to build on their interactions and questioning skills to further support children's speaking skills n strengthen opportunities for children to understand the importance of looking after their teeth.

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Setting details

Unique reference number 253328 Local authority Nottinghamshire County Council Inspection number 10403968 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 25 Number of children on roll 21 Name of registered person Prebend Playgroup Committee

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reference number

Telephone number 07547 725893 Date of previous inspection 19 November 2019

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Information about this early years setting

Prebend Pre-school registered in 1989 and is situated in Southwell, Nottinghamshire. The pre-school employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above. The pre- school opens from Monday to Friday, during term time. Sessions are from 8am until 4.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n Parents shared their views about the pre-school with the inspector.

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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

10 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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